LK 3.1 Best Practice

Teacher’s name : Damianus. S.
Pd
School’s name : SMPN 22 South Tangerang City
PPG Participant Number : 201500930208
2024
AUTHOR BIOGRAPHICAL DATA,
Participants's number of PPG :201500930208
Full name : Damianus, S. Pd
Education Personnel
Identification Number : 2551754655200002
PPG Field of Study : 157 English Subject
NIP : 197602192014121001
Gender Male
Place and date of birth : Ujung Pandang, 19 02 1976
Educational Qualification : S1
Home address : Jombang Street RT. 03 / 04 No. 9 East Lengkong Gudang Village
Serpong Districts, South Tangerang City, Banten
School / Place of Work Unit
a. Name : Junior High School 22 South Tangerang City
b. Subdistrict : North Serpong
c. Regency/City : South Tangerang City
d. National School
Principal Number (NPSN) : 69953397

FOREWORD
The author would like to express his gratitude to the presence of Allah SWT for His blessings, gifts and
guidance so that the author can complete the preparation of a best practice scientific work entitled "
Improving Student’s Speaking Ability Through "problem based learning model (PBL) With The Help Of
Powerpoint Based Spin And Speak Wheel Media" In Grade VII SMPN 22 South Tangerang City
With all humility, the author would like to thank the various parties who have helped in the
implementation and preparation of this best practice scientific work, especially to::
1. Dr. Ma’mun Murod Al-Barbasy, M.Si., as rector of UMJ

2. DR. Muhamad Sofian Hadi, M. Pd as supervisor lecturer
3. Drs. Drs. Bambang Siagiyanto, M. Pd as supervisor lecturer
4. Nenden Hazrianthi, M. Pd as senior teacher
5. Agit Pratroris Nugraha, S. Pd as senior teacher
6. Susanti Ekapriyanti, M. Pd as Headmaster of SMPN 22 South Tangerang City
7. Nurhayati, M. Pd as The principal, deputy principal for curriculum SMPN 22
8. Dra. Hj. Wurdaningsih, M.Pd. selaku Guru Pamong
9. All teachers and staff at SMPN 22 South Tangerang City
10. All my Fellow teachers targeted for the Teaching Profession in 3rd batch, 2023 who have helped
and provided support in implementing this activity.
11. Class VII students of SMPN 22 South Tangerang City Negeri 17 who have helped in
implementing learning activities.
12. All parties who helped either directly or indirectly. Hopefully the assistance and good cooperation
that has been given will become a record of good deeds for Allah SWT.
Hopefully this Best Practice report can be useful for writers and readers in general.
The author realizes that the writing of this scientific work is not perfect. Therefore, the author expects
constructive criticism and suggestions to improve this report. Hopefully it can be useful for various
parties.
South Tangerang City, February 5th 2024

PPL PPG participants
DAMIANUS, S. Pd.
LIST OF CONTENTS
TITLE PAGE
TOP VALIDATION SHEET
AUTHOR BIODATA
FOREWORD
LIST OF CONTENTS
INTRODUCTION
1.1 Background
1.2 Objectives
LK 3.1 BEST PRACTICE
1. Location
2. Scope of Education
3. Goals to be achieved
4. Author
5. Date
6. Situation
7. Challenges
8. Action
9. Reflection on Final Results and Impact
Appendix List
INTRODUCTION
1.1 Background
English subjects have different characteristics from other subjects. This difference lies in the function of language as a
communication tool. Apart from requiring mastery of vocabulary and grammar, skills in communication activities,
both oral and written, are also very necessary in English subjects. In learning English, one of the competencies that
students must master is speaking skills. So, by the end of the learning My Study Habits Material, students are able to
interact and exchange ideas, experiences, interests, opinions and views with teachers, peers and others in an increasing
with variety contexts of Study Habits. With some repetition and rewording, they comprehend the main ideas and
relevant details of discussions and presentations on a variety of Study Habits. They engage in discussion such as giving
opinions, making comparisons and stating preferences. They explain and clarify their answers using basic sentence
structure and verb tenses of Study Habits correctly and fluently in their real life.
Most students find it difficult to learn English, especially in the speaking aspect. This is because so far the majority of
students consider English to be a difficult and uninteresting subject. Therefore students tend to dislike it, are lazy and
want to avoid it. In the writing aspect, there are several things that hinder students in developing their ideas so that the
results of students' writing are not in accordance with the goals they want to achieve in the learning process. So it can
be concluded that not optimal student writing results are a problem that requires appropriate solutions and methods.
Based on the problems mentioned abovevthe author found that the students learning process and outcomes increased.
Better than previous learning. When this PBL model was applied to another class VII, it turned out that the students
learning process and results were just as good. The author concludes this learning practice which has worked well as a
best practice (good practice) for HOTS-oriented learning with the PBL model., especially in this competency or
speaking aspect.
1.2 Author's Purpose

Implementing Problem Based Learning model with the help of PowerPoint-Based Spin and Speak
Wheel Media, scientific approach and discussion and presentation methods in speaking aspect for
My Study Habits. This material is carried out with the aim of:
a. a. To find out the process of Implementing Problem Based Learning model with the help of
PowerPoint-Based Spin and Speak Wheel Media, scientific approach and discussion and
presentation methods in the speaking aspect to attract students' interest in English subjects.
b. To determine the success of Implementing Problem Based Learning model with the help of
PowerPoint-Based Spin and Speak Wheel Media, scientific approach and discussion and
presentation methods in the speaking aspect to improve students' speaking competence and
achievement
Compiling Good Practice Stories (Best Practice)
Using Methods Star (Situation, Challenges, Action, Reflection on
Results and Impact) Related to Experiences in Overcoming Student
Problems Learning
‘
Location SMPN 22 South Tangerang City, Banten

Scope of Education Junior High School
Friday, January 19th, 2024
A. Conditions that became the background to the problem

1. Students had difficulty in English speaking skills to apply in their in real life
2. Students had difficulty in solving contextual problems and difficulty in analyzing
information in various aspects of speaking skills
3. Students also was not able to perform speaking skills while understanding what was
meant by the information received
4. Students did not have a consistent interest in speaking English so this could hinder
their speaking ability
Based on this background, then identification of the cause of the problem, It
was known that students' interest in learning English is still low and also
experience difficulties in speaking ability, as following;
1. Teacher has not yet used varied innovative learning models and media in classroom
learning activities
2. The teacher was not optimal in managing the class, so it was monotonous.
3. Social and family environmental factors that were not yet supportive
4. Students' mindset to the English subject was a difficult and scary subject.
5. Lack of speaking practice habits.
B. Why was this practice important to share?
1. This practice is very important so that the learning carried out by teachers in
the classroom becomes an example of learning that could increase students'
interest learning English, especially speaking skills on material My Study
Habits, as well as being an effort to provide meaningful learning to students.
Apart from that, it is important because it increased teacher competence in
using innovative learning models in classroom learning and also My role and
responsibility in this practice is that as a teacher I am very responsible for
being able to carry out learning activities in an innovative, effective, creative
manner so that the goal of the learning itself is to increase student learning
activities and student learning outcomes can be achieved as expected. The way
to achieve this goal is by implementing appropriate methods, media and
learning models
2. appropriate and innovative according to indicators and learning objectives
3. This best practice is important to share because it contains a description of the
teacher's best experience in successfully solving problems during the learning
process. Because most teachers experience the same problems, namely low
student motivation in learning English and students being less active in
speaking English. Apart from that, this best practice contains creative and
innovative learning so that it can make it easier for teachers to create fun and
meaningful learning for students.
C. What were your roles and responsibilities in this practice?

In this Teacher Professional Education activity, my role was in carrying out the
Teacher Professional Education action which turned out to be an alternative
solution to the problems I faced. My responsibility as an English teacher is to find
the right solution to solve existing problems in increasing students' interest in
learning English, especially speaking skills.
A. What were the challenges to achieve this goal?

Challenges:
After analyzing the literature review and interviews with colleagues,
What are the challenges school principals and experts, several challenges to achieving this goal include:
to achieve this goal? 1. Low level of students interest in learning English and students also
Who is involved?
experience difficulties in speaking ability.
2. Teacher has not optimally implemented innovative learning methods and
models that are appropriate for students according to the material to be
studied..
3. Teachers have not carried out interactive,fun learning and inovative media
that made students easy to undesrtand
4. Teachers have not optimally applied student-centred learning according to
students' abilities and current developments
5. Students were not confident enough to speak English and present the results
of their reports in front of the class
Based on the challenges mentioned above, it can be concluded that the
challenges teacher faced were related to pedagogical competencies and
professional abilities. while from students that their abilities of initiative and
motivation to learn.
B. Who was involved?

In facing this challenge teac hers involve several roles;
1. The teacher is the facilitator
2. Students as subjects of the learning process
3. Lecturer and senior Teacher become a guardian, facilitator, assessor,
inspirer and motivator for college students who needed guidance in the
process of becoming professional teachers
1. The school principal played the role of person in charge, advisor,
inspirer and motivator in implementing the action plan
2. Deputy principal for curriculum played the role of helping to prepare
learning plans, provided advice and motivation in this activity
3. The classroom guardian who played the role of teacher in grade VII.5
helped to coordinate with students and their parents in this activity
4. Fellow teachers acted as partners in the school who also helped
during the implementation of the Action Plan
5. Parents of students helped to motivate their children during the
implementation of the Action Plan
Action:
What steps are taken to

face these
challenges/what
strategies are used/what
is the process, who is
involved/What
resources or materials
are needed to
implement this strategy
B. What strategy was used?
1. Teacher implemented Problem Based Learning model because it places

students in situations where they must actively find solutions to real world
problems. This can increase students’ motivation in learning English through
My Study Habits material because the PBL model places students in
opportunity to improve their ability to understand English concepts, the first
step in the PBL model is to give problems to students either individually or in
groups, where to solve these problem students are required to connect
knowledge they had already with the new knowledge they have. And also the
aim of using the PBL (Problem-Based Learning) model is to teach students to
be able to find problem-solving concepts from problems given by the teacher
both individually and in groups. The PBL model emphasizes lots of practice.
This PBL method is very suitable to be applied in English learning and can
improve problem solving abilities for English speaking difficulties, thereby
increasing students' effectiveness and skills in learning English, especially
speaking.
2. Teacher implemented innovatie media that was PowerPoint Based Spin and
Speak Wheel Media on powerpoint, as following:
1. It is a learning tool in which a circle is divided into several sectors. There

are numbers or questions for students to do or answer, explain, show,
present within the sectoror spinning home, which are listed in the form of a
number in the circle's sector or box or spinning home
2. PowerPoint Based Spin and Speak Wheel Media is innovative learning

media, I created by myself. I made spinning wheel on powerpoint with a
variety of colours and images, and moving animations, music, background
music. It contains information such as, pictures, video, vocabulary,
positive, negative sentences, question forms, some greetings card,
assessment, quiz and expressions, Other Activities to Do with this Spin and
Speak Activity namely structure and pronunciation in conversations,
discussions, presentations and story that students can play an active role in
learning, so that teaching and learning activities do not seem monotonous
and boring. Based on the results of previous solve these problems students
are required to connect the knowledge they already have with the new
knowledge. The results show that the spinning wheel media developed can
increase students’ learning activity.
3. By using PowerPoint-Based Spin and Speak Wheel Media learning
materials was able to be played anywhere and anytime without using the
internet which is more practical and doesn't take much time, effort, or
space.
4. It can arouse students' interest in issues in the teaching and learning process
and allow them to participate more actively in learning. Because it is fun
and attract attention to speaking, students' interest in speaking skills will
increase with the use of this media.
5. PowerPoint-Based Spin and Speak Wheel Media is not only Game but also
contains is a teaching method that involves all Wheel Utilized Students
learning speaking thought My Study Habits
6. Students in order to make them more active, engaged, and to improve and
enjoy the learning
3. Teachers also used othe r technological/innovative media in learning, such as

the Quizziz application, Google Classroom as evaluation tool and providing
material and assignments
4. Teacher made student worksheets and assessments "(assessment as learning,

assessment for learning and (assessment of learning")
C. What was the process?
The processes carried out include:
I. Introduction
1. The teacher enters the class and says greeting and asks about the students' condition
(PPK: Caring)
2. The teacher directs students to pray together first. (PPK: Religious)
3. Teacher and students sing the song of Garuda Pancasila to foster a spirit of
nationalism (PPK: Caring and Nationalist)
4. The teacher asks students to do Ice Breaking with "Sing and dance (monkey Dance
and Sing and dance (Tangan Di Putar Putar)"
Preparation/ 5. The teacher checks the students' attendance. (Discipline), (communication)
Orientation 6. The teacher displays a picture of questions related to non-cognitive diagnostic
aspects: to check students' feelings via powerpoint (PPK: Caring, 6. nationalist)
Apperception 1. The teacher shows a video related to the material to be taught (adverb of Frequency
for Study Habits) though PowerPoint Based Spin and Speak Wheel Media with the
stimulus of several trigger questions in an effort to determine students' initial
competencies. (4C: Critical thinking, Collaboration) (HOTS)
1. What is presented by the vidio?

2. In your opinion, Where do they do?
3. Do you usually do like them? (characteristics (4C:Critical thinking, Collaboration),
(HOTS)
Motivation 1. The teacher conveys the learning objectives to be achieved and the meaningful
understanding that students can gain.
2. The teacher provides motivation to students (in the form of motivational words) to
be enthusiastic about learning and also always asks about their readiness and
enthusiasm for learning.
3. The teacher asks about material that has been studied previously and is linked to
current learning. (Critical Thinking)
II. Core Activity

Phase 1: The teacher uses English and Indonesian according to the level of English
proficiency of class VII.5 students in the following sections of this chapter.
Student
orientation to 1. The teacher presents and explains the material through Powerpointe Based Spin and
the problem Speak Media related to Study Habits related to determining topics, data collection
techniques, preparing report frameworks, developing frameworks, and editing Study
Habits. (Critical Thinking), (collaboration)
2. The teacher conducts discussions related to the material presented by asking
essential questions, as reinforcement for students in studying the material which
culminates in assigning students to carry out an activity as follows; (Critical
Thinking), (collaboration)
A. What are the Adverb of Frequency, text of study habits?
B. How to design text from the table into paragraph form?
3. Teacher asks students to analyze speaking errors in the picture and text together (4C:
Critical thinking, Collaboration, Communication) (HOTS)
Teacher carries out assessments during orientation by referring to the assessment rubric.
(Assess the Outcome)
1. First, the teacher divides students into 5 groups. One group consists of 5-6
students. Each Group is divided heterogeneously by looking at the abilities and
Phase 2: talents of students consisting of audio, visual and kinesthetic students
2. The teacher facilitates each group to determine the chairman and secretary
Organizing democratically, and describes the respective duties of each group member. (4C;
students Collaboration, Critical thinking)
3. The teacher explains assignment project to design simple descriptions of Study
Habit and study tips then present in front of the class and upload to Youtobe or
Instagram
4. Teachers conducts discussion the rules of the game to be mutually agreed upon in
the project completion process. (4C; Collaboration, Critical thinking)
1. Teacher asks student volunteers to spin the spin and speak-spinning wheel media,
then see where the wheel stops on the specified needle, and after that press the
button on the game board then press again the project number that will be done
based on the needle that was spun previously to get .
5. The teacher asks other students to pay attention to the example

6. After information about the procedures for working on the project has been
obtained,
The teacher asks representatives of each group of students to spin the wheel until the
spin and speak-spinning wheel media stops on the specified needle to get the project
assignment for each group. If the assignment is the same then it is spun again.'
Phase 3: 1. The teacher monitors students’ activities while completing the project by
scaffolding (providing assistance) if a group experiences difficulty in completing
the project. (4C: Collaboration, Critical thinking)
Guiding 2. The teacher reminds students to pay attention to vocabulary, sentence structure or
Individual and text and tips for study habits
Group
Investigations/ 3. Teacher reminds students to analyze speaking errors together
Monitoring 4. Teacher reminds students to prepare materials for presentations.
Teacher carries out assessments during monitoring by referring to the
assessment rubric. (Assess the Outcome)
Phase 4: 1. The teacher encourages students to think critically by developing the information
they obtain and then creating a presentation scenario (short spoken presentation).
Develop and
present results 2. The teacher encourages students to present short spoken conversations from each
group.
3. Teachers provides feedback and asks students from other groups give feedback
regarding the results of the presentation. (Critical Thinking) (Collaboration)
(Communication)
The teacher carries out assessments during the presentation by referring to the
assessment rubric. (Assess the Outcome)
Phase 5: 1. Students together with the teacher conduct class discussions to analyze the results of
answers and equate perceptions about the material being studied. (Collaboration)
Analyze and (Communication)
evaluate the
problem solving 2. Teachers provide assessments and rewards in various forms to study groups that are
process most appropriate in carrying out assignments.
3. Students and teachers convey the benefits of learning study habits.
4. The teacher gives a test in the form of 10 short essay questions using the Quiziz
application as an individual assessment. (TPACK)
Teachers provide feedback on individual assessment results.
III. Closing
A. Conclusion 1. Teacher with students make conclusions together regarding the material describing
people that has been studied. (Collaboration), (Critical thinking).
1. Students and teachers reflect on the learning process by asking several questions
by Filling the reflection sheet (Attached Reflection Sheet)
B. Reflection 2. The teacher conveys the material that will be studied at the next meeting
The teacher ends the meeting by praying with the students and saying closing
greetings.
D. Who is involved?
1. Teacher: Teaching in class

2. Fellow teachers: Google meeting operator (to allow teacher, lecturers and
senior teacher to join
3. Cameraman: Recorded learning activities during PPL
4. Students: subject used in this activity
5. The principal, deputy principal for curriculum and fellow teachers
who helped and encouraged this activity
E. The resources I needed to implement this strategy were:
1. Knowledge of learning models Problem Based Learning (PBL) and Problem

Based Learning (PBL)
2. Knowledge of creation and use of Spin and Speak Wheel Media
3. Preparation of learning media through applications
4. Preparation of teaching materials and student worksheets that were interesting and
measurable through the PowerPoint Based Spin and Speak Wheel Media
application and other media
5. Preparation of interesting evaluation questions through the application
6. Laptops, Hp, and projectors, etc
Reflection on A. What is the impact of the actions of these steps? steps taken?
Results and
impact The impact of the actions of the steps taken between
other:
What is the impact
of the actions 1. Using the PJBL learning model where the activities were student-centred,
taken? Are the making students more active, able to think analytically and creatively
results effective? compared to when they were still using monotonous models and methods.
Or ineffective?
Apart from that, during learning, students were divided into several groups and
Why? How do
other people each group answers the questions given by the teacher
respond regarding
the strategy carried 2. The use of PowerPoint Based Spin and Speak Wheel Media learning media
out? What are the made it easier for students to learn and understand the material, became more
factors for the enthusiastic, fun and not get bored quickly. So that students' activeness and
success or failure analytical thinking abilities was able to improved.
of the strategy
carried out? What During the learning process, by using this strategy the response from the
was the learning
surrounding environment, namely from students, headmaster and peers
from the whole
process gave positive responses including the following:
1. Involved and the activities were interesting, fun and easy to understand. This
can be proven by reflection activities during learning activities.
2. From the principal and colleagues for overall the class has been able to be
condition well and students were able to be actively involved.
3. The success factor for this learning is determined by the teacher's mastery of
learning models and methods, learning media and implementation steps
module design that has been created.
4. Learning that can be taken from the processes and activities that have been
carried out by teachers can make teachers more creative and innovative in
choosing and using learning models that are in accordance with the learning
material indicators so that learning objectives can be achieved well.
5. Increased teacher competence in designing meaningful, interesting and
innovative learning.
6. Improved teacher skills in operating various applications
7. Increasing teacher competence in managing the class so that students were
always active in learning.
8. Students felt happy with the learning process because they were able to
actively
9. Students were more enthusiastic and active during the learning process.
10. Increasing students' interest in learning English, especially speaking skills,
thought My Study Habits material. Apart from that, students' understanding of
the material experienced better improvement.
B. Were the results effective? Or ineffective? Why?
Overall learning outcomes were done by applying the model PBL learning was very
effective because it was able to solve problems faced. This can be seen from the
conclusion, namely:
1. The results of the action plan that has been carried out were very effective. This
is because it was supported by interesting learning model, innovative learning
media, and learning activities that involve student activity.
2. It was increasing students' interest in speaking English,
3. Evaluation test results was increasing the completeness of student learning
outcomes
C. How did other people respond regarding the strategy carried out?
1. Students said that, they felt happy and fun because the learning process applied
varied and interesting media and models used by teachers to overcome their
learning difficulties and speaking anxiety. They became more confident and okay
to talk to others, as well as being tested by teachers on how to talk. They also
stated that the presentation strategy made them very cool because they could
speak English to a large audience without hesitation and nervousness.
2. The principal responds by providing positive feedback, providing input so that the
action plan implemented became a more meaningful learning action plan, always
apply varied learning models and media and becomes a motivation and example
for other teachers.
3. The response from my colleagues was also very supportive and responded
positively to the actions I took. The success factor for this learning is determined
by the teacher's mastery of the learning media, methods, models and steps in the
learning implementation plan that has been created.
D. What were the factors for the success or failure of the strategy carried out?
1. The success factor for this learning was largely determined by the teacher's
mastery of learning media, methods, models and steps in the learning
implementation plan that has been made.
2. The indicator of success for each strategy implemented was the achievement of
each goal to be achieved at the beginning of the activity design. These
objectives then outlined in each learning activity process so that the whole
process could be assessed as successful or not. At the end of the lesson,
reflection is also carried out so that teachers and students could jointly assess
whether the learning activities at the meeting was successful or not from the
beginning of the lesson to the end.
7
1. Do pray before study 2. Do Ice breaking
3. Trigger question by asking essential questions based on the video, as reinforcement for students
4. Teacher asks students to analyze speaking errors 5. presenting material

6. explaining the material 7. asking and giving opinion 1. 1. presentin
Grup Discussion monitoring
Guidance
Guidance Presentation
Presentation Presentation Presentation
Presentation
Presentation
Presentation
Presentation Analyze the results Individual Assessments
awards and praise Convey the next material

the highest score
Reflection
Closing the meeting by praying with the students

and saying closing greetings
ENGLISH TEACHING MODULE PHASE D
CLASS VII FREEDOM CURRICULUM)
1. GENERAL INFORMATION ON TEACHING TOOLS

Compiler Name Damianus, S. Pd.
Institution Name SMP Negeri 22 South Tangerang
Year of Module Preparation 2024
School Level Junior High School
Subjects English
Phase/Class/ Semester D/ VII/ II
Materials My Study Habits (Describing one’s study habits)
Execution time January 119th, 2024
Time Allocation 2 Hours Lesson (LH) = 2 x 30 minutes = 60 minutes
Element Listening-Speaking
2. LEARNING OUTCOMES
By the end of Phase D, students use English to interact and exchange ideas, experiences,
interests, opinions and views with teachers, peers and others in an increasing variety of
Learning Achievement
familiar formal and informal contexts. With some repetition and rewording, they
Phase comprehend the main ideas and relevant details of discussions or presentations on a
variety of general interest topics. They engage in discussion such as giving opinions,
making comparisons and stating preferences. They explain and clarify their answers
using basic sentence structure and verb tenses
3. INITIAL COMPETENCIES
Through learning activities using the Problem Based Learning modelwith the help
Criteria for Measuring of PowerPoint Based Spin and Speak Wheel Media, it is hoped that:
Achievement of Learning
Goals and Assessment 1. Identify (C1) the vocabulary of study habits, related to a Adverb of frequency,
(Formative Assessment) study area, lesson review, study buddy and time management which are
presented in multimodal form within the family and classroom environment
appropriately
2. Classify (C2) the vocabulary of study habits, related to a Adverb of frequency,
study area, lesson review,study buddy and time management which are presented
in multimodal form within the family and classroom environment appropriately
3. Apply (C3) the vocabulary of study habits, related to a Adverb of frequency, study
area, lesson review,study buddy and time management which are presented in
multimodal form within the family and classroom environment appropriately
Through learning activities using the Problem Based Learning modelwith the help
of PowerPoint Based Spin and Speak Wheel Media, it is hoped that:
2. Analyze (C4) the sentence structure used regarding study habits which is presented
in multimodal form in different contexts within the family and classroom
appropriately
3. Communicate (C5) a simple description of a person's study habits in paragraph

form creatively and correctly.
4. Design (C6) simple descriptions that have been made correctly.
4. PANCASILA STUDENTS PROFILE
1. Critical reasoning Identify detailed information well both factual and conceptual in study habits.
2. Mutual Cooperation Carry out good cooperation in collaborative assignments
3. Creative Carry out good cooperation in collaborative assignments
5. LEARNING RESOURCES AND MEDIA
Tools Laptop, HP, LCD,Proyektor,speaker,
Modules and other sources relevant to the teaching materials that have been
created in several applications such as (PPT, Google Drive)
Learning Media
The Book of Ministry of Education, Culture, Research and Technology of the
Republic of Indonesia, 2022, English for the Archipelago for SMP/MTs Class
VII, Author: Ika Lestari Damayanti, et al. ISBN 978-602-244-885-3 (vol.
Reflection sheet, students, Observation sheet, other assessment instruments
Innovative Instructional
PowerPoint Based Spin and Speak Wheel Media
Media
6. TARGET STUDENTS
Class VII.5 students of Stated Junior High School 22, South Tangerang City as
fallowing;
Student Category 1. Students with special intelligence (complete understanding)
2. Regular students (Students partially understand)
3. Students with learning obstacles (anxiety is intensive and long-lasting,
such as lack of self-confidence and high nervous tension)
Number of Students 25 students
7. LEARNING MODEL
The design and implementation of this learning uses a scientific approach with a problem-based learning
model with the help of PowerPoint Based Spin and Speak Wheel Media, and uses observation, discussion,
assignment and question and answer methods.
8. ASESMEN
Diagnostic Assessment:
 Cognitive: Students' knowledge

 Non-cognitive: Student background, character, interests and learning style of students, family
conditions at home.
Summative assessment:
 Performance of work/projects, student assignments/LKPD
 Mid-Semester Assessment
 End of Semester Assessment
9. LEARNING OBJECTIVES
Through the Problem Based Learning (PBL) Model With The Help Of PowerPoint based Spin and Speak
Wheel media, students can:
Through learning activities using the Problem Based Learning modelwith the help of
PowerPoint Based Spin and Speak Wheel Media, it is hoped that:
4. Students are able to identify (C1) the vocabulary of study habits, related to a Adverb of
frequency, study area, lesson review, study buddy and time management which are
appropriately at the end of learning.
5. Students are able to classify (C2) the vocabulary of study habits, related to a Adverb of
frequency, study area, lesson review,study buddy and time management which are
appropriately at the end of learning.
Competency or 6. Students are able to apply (C3) the vocabulary of study habits, related to a Adverb of
frequency, study area, lesson review,study buddy and time management which are
Ability and
Knowledge appropriately at the end of learning.
Assessment Through learning activities using the Problem Based Learning modelwith the help of
PowerPoint Based Spin and Speak Wheel Media, it is hoped that:
5. Students are able to analyze (C4) the sentence structure used regarding study habits
which is presented in multimodal form in different contexts within the family and
classroom appropriately at the end of learning.
6. At the end of the lesson, students are able to present (C5) a simple description of a
person's study habits in paragraph form creatively and correctly.
7. At the end of the lesson, students are able to design (C6) simple descriptions of Study
Habit and study tips then upload to Youtobe or Instagram.
10. MEANINGFUL UNDERSTANDING

Learning how to speak describing one’s study habits correctly can be a lesson for the
speakers themselves (students). This is because speaking describing one’s study
habits means helping to train sensitivity because the speaker explains the reality of a
particular object or atmosphere. Apart from that, describing one’s study habits can
also train us to be able to see the details of the elements of objects or shapes in a
concrete way.
11. TRIGER QUESTIONS

In the preliminary activities, students will be given a stimulus related to the learning
that will be carried out, in this case students will be asked several questions about
study habits through videos on PPT.What is presented by the vidio?
https://www.youtube.com/watch?v=lg9sLaYdY-0
3. Do you usually do like them?
1. LEARNING ACTIVITIES
SECOND MEETING (2X 30 MINUTES)
Learning Stages Teacher Activities Student Activities Tmime
Introduction
7. The teacher enters the class and says 1. Students answer greetings and
greeting and asks about the students' their condition (PPK: Caring)
condition (PPK: Caring)
Preparation/ 8. The teacher directs students to pray 2. Students pray according to the 5 menit
Orientation together first. (PPK: Religious) teacher's direction. (PPK:
Religious)
9. Teacher and students sing the song of 3. Students with the teacher do
Garuda Pancasila to foster a spirit of icebraking. each (PPK: Caring,
nationalism (PPK: Caring and Nationalist) collaboration)
10. The teacher asks students to do Ice
Breaking with "Sing and dance (monkey 4. Students answer according to
Dance)" student attendance. (Discipline),
11. The teacher checks the students' (communication)
attendance. (Discipline),
(communication) 5. Students answer according to their
individual feelings (PPK: Caring,
12. The teacher displays a picture of nationalist)
questions related to non-cognitive
diagnostic aspects: to check students'
feelings via powerpoint (PPK: Caring, 6.
nationalist)
Apperception 2. The teacher shows a video related to the 1. Students observe the video shown 3 menit
material to be taught (adverb of and answer questions given by the
Frequency for Study Habits) though teacher (4C:Critical thinking,
PowerPoint Based Spin and Speak Wheel Collaboration) (HOTS)
Media with the stimulus of several
trigger questions in an effort to
determine students' initial competencies.
(4C: Critical thinking, Collaboration)
(HOTS)

6. Do you usually do like them?
(characteristics (4C:Critical thinking,
Collaboration), (HOTS)
Motivation 4. The teacher conveys the learning
objectives to be achieved and the 2 Menit
meaningful understanding that students 6-10. Students identify
can gain. information and answer
several questions with
5. The teacher provides motivation to responses from other students
students (in the form of motivational and the teacher. . (Critical
words) to be enthusiastic about learning Thinking)
and also always asks about their
readiness and enthusiasm for learning.
6. The teacher asks about material that has

been studied previously and is linked to
current learning. (Critical Thinking)
2. CORE ACTIVITIES
The teacher uses English and Indonesian according to the level of English
Phase 1: proficiency of class VII.5 students in the following sections of this chapter. Time
Student orientation to
the problem 4. The teacher presents and explains the 1. Students identify information
material through Powerpointe Based Spin from text and images related to 10 menit
and Speak Media related to Study Habits study habits. (Critical Thinking),
related to determining topics, data (collaboration)
collection techniques, preparing report
frameworks, developing frameworks, and
editing Study Habits. (Critical Thinking),
(collaboration)
5. The teacher conducts discussions related
to the material presented by asking 2. Students and teachers together
essential questions, as reinforcement for discuss the material presented
students in studying the material which (4C: Critical thinking,
culminates in assigning students to carry Collaboration, Communication)
out an activity as follows; (Critical (HOTS)
Thinking), (collaboration)
C. What are the Adverb of Frequency,
text of study habits?
D. How to design text from the table
into paragraph form?
6. Teacher asks students to analyze speaking
errors in the picture and text together (4C:
Critical thinking, Collaboration,
Communication) (HOTS)
3. Students and teachers together
7. Teacher carries out assessments during
analyze writing errors in images
orientation by referring to the assessment
and text (4C: Critical thinking,
rubric. (Assess the Outcome)
Collaboration, Communication)
(HOTS)
7. First, the teacher divides students into 5 1. Students gather in their 5

Phase 2: groups. One group consists of 5-6 respective groups menit
Organizing students students. Each Group is divided
heterogeneously by looking at the
abilities and talents of students
consisting of audio, visual and kinesthetic
students
8. The teacher facilitates each group to
determine the chairman and secretary 2. In each group Students determine
democratically, and describes the their chairman and secretary
respective duties of each group member. democratically, and describe the
(4C; Collaboration, Critical thinking) respective duties of each group
9. The teacher explains assignment project member. (4C; Collaboration,
to design simple descriptions of Study Critical thinking)
Habit and study tips then present in
front of the class and upload to Youtobe 3. Students and teachers discuss the
or Instagram rules of the game to be mutually
10. Teachers conducts discussion the rules of agreed upon in the project
the game to be mutually agreed upon in completion. (4C; Collaboration,
the project completion process. (4C; Critical thinking)
Collaboration, Critical thinking)
8. Teacher asks student volunteers to spin 4. In groups, students listen/view the
the spin and speak-spinning wheel teacher's information/explanation.
media, then see where the wheel stops (4C; Collaboration, Critical
on the specified needle, and after that thinking)
press the button on the game board then
press again the project number that will
be done based on the needle that was 5. A student volunteer carried out
spun previously to get . the first trial using spin and
speak-spinning wheel media via
11. The teacher asks other students to pay PowerPoint to obtain available
attention to the example project assignments;
12. After information about the procedures
for working on the project has been 6. In groups, students listen/view
obtained, examples made by fellow
13. The teacher asks representatives of students
each group of students to spin the
wheel until the spin and speak-spinning 7. Representatives of each group
wheel media stops on the specified take turns spinning the spin and
needle to get the project assignment speak-spinning wheel media and
for each group. If the assignment is the do the same thing as the previous
same then it is spun again.' example.
Phase 3: 5. The teacher monitors students’ activities 1. By teacher guidance, cellphone 15
while completing the project by tools and pictures, as well as menit
Guiding Individual and scaffolding (providing assistance) if a working together in groups,
Group Investigations/ group experiences difficulty in students search for detailed
Monitoring completing the project. (4C: information and compile (C3)
Collaboration, Critical thinking) descriptions of study habits
correctly, full responsibility,
6. The teacher reminds students to pay cooperation and self-
attention to vocabulary, sentence confidence. (4C; Collaboration,
structure or text and tips for study Critical thinking
habits 2. Students in groups work on
student worksheets related to
7. Teacher reminds students to analyze identifying (C1) text structures
speaking errors together and linguistic elements, applying
8. Teacher reminds students to prepare (C3) specific vocabulary and
materials for presentations. simple sentence structures,
9. Teacher carries out assessments during creating (P5) study areas, lesson
monitoring by referring to the reviews, and study buddy and
assessment rubric. (Assess the comments. Based on the
Outcome) information they get on the
internet. (Critical Thinking)
(Collaboration) (TPACK)
3. In groups, students share parts
of sentences in the text that will
be discussed and correct each
other's speaking errors they
encounter. (Critical Thinking)
(Collaboration)
(Communication)
4. Students prepare materials for
presentations. (4C;
Collaboration, Critical thinking)
Phase 4: 4. The teacher encourages students to think 1. After students discuss in groups, 15
Develop and present critically by developing the information develop the information they obtain menit
results they obtain and then creating a and then make it into a presentation
presentation scenario (short spoken scenario.
presentation). 2. Then, with the teacher's direction,
each group strengthens each other
5. The teacher encourages students to and responsible for presenting the
present short spoken conversations results of their discussion (short
spoken presentation) in front of the
from each group.
class. (4C: Communication, Critical
6. Teachers provides feedback and asks Thinking and Problem solving)
students from other groups give (HOTS)
feedback regarding the results of the 3. Students from other groups and
presentation. (Critical Thinking) teacher provide feedback
(Collaboration) (Communication) regarding the results of the
 The teacher carries out assessments presentation. (Critical Thinking)
during the presentation by referring to (Collaboration) (Communication)
the assessment rubric. (Assess the 4. The students upload to Youtobe or
Outcome) Instagram and send link to the
teacher
Phase 5: 5. Students together with the teacher conduct class discussions to analyze the 5
Analyze and evaluate results of answers and equate perceptions about the material being studied. menit
the problem solving (Collaboration) (Communication)
process
6. Teachers provide assessments and rewards in various forms to study groups
that are most appropriate in carrying out assignments.
7. Students and teachers convey the benefits of learning study habits.
8. The teacher gives a test in the form of 10 short essay questions using the Quiziz
application as an individual assessment. (TPACK)
9. Teachers provide feedback on individual assessment results.
3. CLOSING
1. 1. Teacher with students make conclusions together regarding the material
Conclusion 5
describing people that has been studied. (Collaboration), (Critical thinking). menit
Reflection 3. Students and teachers reflect on the learning process by asking several questions
by Filling the reflection sheet (Attached Reflection Sheet)
4. The teacher conveys the material that will be studied at the next meeting
5. The teacher ends the meeting by praying with the students and saying closing
greetings.
REFERENCE AND EDUCATIONAL READING MATERIALS
1. AsapSCIENCE, The 9 BEST Scientific Study Tips

https://www.youtube.com/watch?v=p60rN9JEapg
2. Damianus Study Habits Quiz Grade 7Quiz
https://quizizz.com/admin/quiz/65a8ea4e6e498c14f73011f0?searchLocale=
3. Feez, Susan. “Text-Based Syllabus Design”. Interchange No. 34 (1999):5-11.
4. Freeman, Donald, et al. “English-for-Teaching: Rethinking TeacherProiciency in the
Classroom”. ELT Journal Vol. 69, No. 2 (2015): 129-139.
5. Halliday, M.A.K. and Christian M.I.M. Matthiessen. Halliday’s Introductionto Functional
Grammar. Routledge, 2013.
6. Cambridge Assessment English. About the Common European Frameworkof Reference for
Languages (CEFR). https://www.cambridgeenglish.org/exams-and-
tests/cefr/#:~:text=The%20Common%20European%20Framework%20of%20Reference%20fo
r%20Languages%20(CEFR)%20is,who%20have%20mastered%20a%20language.
7. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. KurikulumMerdeka sebagai Opsi
Satuan Pendidikan dalam rangka PemulihanPembelajaran Tahun 2022 s.d. 2024.
https://kurikulum.gtk.kemdikbud.go.id/detail-ikm/
8. . Ruby Granger, 10 best study habits for back to school . how to keep them
https://www.youtube.com/watch?v=BdfoFY3Sp9k
9. The Infographics Show, Scientifically Proven Best Ways to Study
https://www.youtube.com/watch?v=VJbKXmujI00
10. Visoth Edu, English conversation - Adverbs of frequency | Adverbs of frequency conversation
https://www.youtube.com/watch?v=RHOZ4SCuSm0
TEACHING MEDIA and MATERIAL
GRID OF STUDY HABITS QUESTIONS EVEN CLASS VII
ACADEMIC YEAR 2023/2024
Bentuk Soal Level

Learning Objectives Material Indicator
PG T/F Orral Presentation Project Kognitif
Presented text and text , Students are able to √ √
Students are able to describe a identify the vocabulary of study habits, related to
person's learning habits by a Adverb of frequency, study area, lesson review,
√ C1
using text structure, linguistic study buddy and time management which are
presented in multimodal form within the family
elements and context from
and classroom environment appropriately
various texts presented in
Presented text and picture, Students are able to √ √
multimodal form in different classify the vocabulary of study habits, related to a
contexts within the family and Adverb of frequency, study area, lesson
√ C2
class. review,study buddy and time management which
are presented in multimodal form within the family
and classroom environment appropriately .
Presented text, Students are able to apply the √ √
vocabulary of study habits, related to a Adverb of
My Study Habits
frequency, study area, lesson review,study buddy
√ C3
and time management which are presented in
multimodal form within the family and classroom
environment appropriately
Presented text and text, Students are able to √ √
analyze the sentence structure used regarding
study habits which is presented in multimodal form √ C4
in different contexts within the family and
classroom appropriately
Presented text, students are able to present a
simple description of a person's study habits in √ C5
paragraph form creatively and correctly.
Presented text, students are able to design simple
√ C6
descriptions correctly.
Design simple descriptions of Study Habit and study tips
Then present in front of the class and upload to You Tube or Instagram
How often should you Scheduling your study
study? time & organizing your
Pay attention in class
How to become a better class materials will
student? help you focus during
studyin
I am shy to ask for help Bed is the best and The following activities
when I am in class. suitable place to stud will also help improve
To save the environment, good study habits
I do not want to make a
study timetable.
Pilih aktivitas yang

What Is It? sesuai dengan gamba
Listening to music while
studying improves Pilih aktivitas yang
learning sesuai dengan gamba
Pilih aktivitas yang sesuai what is this? what is this ?
dengan gamba What is it ?
Scheduling your study

Pilih aktivitas yang sesuai When do you know when time & organizing
dengan gamba you have finished your class materials
studying? will help you focus
during studying.
1. What is this?
a. Schedule
b. Notebook
c. Mind map
d. Map
2. Choose the activity based on the picture!

a. take notes
b. have a place to study
c. have a study buddy
d. make flashcard
3. I prefer to take notes when my teacher is teaching.
a) yes b) no
4. Which of the following will help you improve your study skills?
a. Ask your teacher for help

b. Form a study group with friends
c. Participate more in class
d. All of the above
5. The following activities will also help improve good study habits except (kecuali) for?
a. Eating a healthy diet

b. Doing exercise
c. Getting plenty of sleep
d. Playing video games
6. Choose the activity based on the picture!

a. I have a place to study
b. I make flashcards
c. I have a study buddy
d. I take notes
7. When it comes to do my homework, …………
a. Someone has to ask me

b. Do it when I feel like it
c. I do it when I remember
d. I have a scheduled time
8. I like the following noise when I'm doing my work?

a. TV
b. The Outside
c. Music
d. People Talking
9. When do you know when you have finished studying?

a. When I feel hungry and need to have a quick bite
b. When I feel tired and want to go to sleep immediately
c. When I have checked all of my study goals
d. When I need to play my Playstation
10. Which one is a poor study habit?
a. Talk to friends when the teacher is teaching

b. Ask the teacher for help when do not understand something
c. Always study in a cool, quiet, and well-lit place
d. Always go to bed early
11. Which of the following is not an effective study tip?
a. Create a study plan and stick to it.

b. Study for the exams while watching TV and playing video game.
12. Scheduling your study time & organizing your class materials will help you focus during
studying.
a. True
b. False
13. Which of the following is not an effective study tip?
a. Study for the exams while watching TV and playing video game.
b. Find the right study environment.
c. Create a study plan and stick to it.
14. How can you avoid distractions while studying?
a. Keep your phone nearby and check it frequently

b. Study in a crowded and noisy place
c. Create a conducive study environment and set specific study goals.
d. Listen to loud music while studying
15. Goal setting in developing good study habits because ……

a. Goal setting makes studying more confusing
b. Goal setting provides direction and motivation for studying.
c. Goal setting leads to procrastination
d. Goal setting has no impact on study habits
16. Listening to music while studying improves learning
a) True
b) False
https://quizizz.com/media/resource/gs/quizizz-media/quizzes/57bc57f9-322b-4c75-9434-
2739f93dd0d4?w=200&h=200
17. Why are notes important?
a. So, we can remember important things teachers taught us

b. to help us reflect
c. for our parents to see
d. busy work
18. I always chatting with my friends when I am in class.

a. No Comment
b. Bad Habit
c. Good Habit
19. Practice tests do not help you effectively study.
a) False
b) True
20. I can tell the difference between material I know very well and material I do not know very
well.
a. Never
b. Always
c. Sometimes
d. Usually
https://quizizz.com/admin/quiz/65a8ea4e6e498c14f73011f0/edit?at=65a92db91cf92eddcaba5786
LIST OF ASSESSMENT, QUESTIONNAIRE AND OBSERVATION
FIELD WORK PRACTICE 2 PROFESSIONAL EDUCATION TEACHER IN

THE POSITION 3rd BATCH 2023/2024
PEER TEACHER OBSERVATION SHEET

Always
Always
EVALUATION QUESTIONNAIRE RECAP
STUDENT RESPONDENTS
Teacher’s Name : Damianus, S. Pd
Values from Respondents (25 Students)

No Question Amount Average
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
I feel comfortable studying at school
1 2 2 2 2 2 2 2 2 2 2 2 2 1 2 2 2 2 2 2 2 2 2 1 2 1 47 94
with the teacher
The teacher makes me motivated and
2 curious about the material to be 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 2 1 2 2 2 2 2 2 2 48 96
studied
The teacher's explanations for learning
3 2 1 2 1 1 2 2 2 1 2 2 2 2 2 2 1 2 1 2 2 2 2 2 2 2 44 88
are easy to understand
I master the subject matter taught by
4 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 2 1 2 2 2 2 2 2 2 48 96
the teacher
The teacher uses interesting media /
5
props in learning
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 50 100
The teacher guides me when I have
6 2 1 1 2 2 2 2 2 1 2 2 1 1 1 2 1 2 1 1 2 2 1 2 2 2 40 80
difficulty understanding the lesson
The teacher teaches with learning
7 2 2 2 2 2 2 2 2 2 2 2 2 1 2 2 2 2 2 2 2 2 2 2 2 2 49 98
activities that make me active and fun
The teacher gave me the opportunity
8 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 50 100
to appear in front of the class
I always do the assignments given by
9 1 2 1 1 2 2 1 2 2 2 2 2 1 2 2 2 2 2 1 2 2 2 2 2 2 44 88
the teacher seriously
The teacher provides the opportunity
10 to ask questions if there is material 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 2 2 2 2 2 2 2 48 96
that is not understood
DESCRIPTIONS
Never Sometimes Always
0 1 1
School Name : SMPN 22 South Tangerang City
Class/Semester : VII.5/II
Acadzemic Year : 2023-2024
Subjects : English
Questions
NO Student Name Total Value
1 2 3 4 5 6 7 8 9 10
1 AHMAD YUSUF M 2 2 2 2 2 2 2 2 1 2 19
2 AKHTAR L 2 2 1 2 2 1 2 2 2 2 18
3 ARTHUR RAFHAEL T. 2 2 2 2 2 1 2 2 1 2 18
4 ARYA ZAQY NUGRAHA 2 2 1 2 2 2 2 2 1 2 18
5 BMABANG N 2 2 1 2 2 2 2 2 2 2 19
6 CALEB BENEDICT LEONARDO 2 2 2 2 2 2 2 2 2 2 20
7 ARYA ZAQY NUGRAHA 2 2 2 2 2 2 2 2 1 2 19
8 CHIKA PUTRI WAN UTAMI 2 2 2 2 2 2 2 2 2 2 20
9 DAFFA EKA PUTRA 2 2 1 2 2 1 2 2 2 2 18
10 DEVID FEBRIYANA 2 2 2 2 2 2 2 2 2 2 20
11 GENDIS R 2 2 2 2 2 2 2 2 2 2 20
12 GEOVANA RAMADHANNIA 2 2 2 2 2 1 2 2 2 2 19
13 IKHSAN 1 2 2 2 2 1 1 2 1 2 16
14 JOSHUA BENJAMIN L 2 2 2 2 2 1 2 2 2 2 19
15 MELANI PUTRI 2 2 2 2 2 2 2 2 2 2 20
16 MUHAMMAD FAHRI 2 1 1 1 2 1 2 2 2 2 16
17 MUHAMMAD RAFIF R. 2 2 2 2 2 2 2 2 2 1 19
18 NATANIA PEIRCILA 2 1 1 1 2 1 2 2 2 1 15
19 NURUL ASYIFA 2 2 2 2 2 1 2 2 1 2 18
20 PRILA PUTRI BERLIANY 2 2 2 2 2 2 2 2 2 2 20
21 RAIHAN RIZKI MUSYAFFA 2 2 2 2 2 2 2 2 2 2 20
22 RAIHAN RIZKI MUSYAFFA 2 2 2 2 2 1 2 2 2 2 19
23 RIFQI ADITYA PRATAMA 1 2 2 2 2 2 2 2 2 2 19
24 SYAHIRA DINDA NOPRIA 2 2 2 2 2 2 2 2 2 2 20
25 ZISKIND RADINKA FAUSTIN 1 2 2 2 2 2 2 2 2 2 19
Number of Values 47 48 44 48 50 40 49 50 44 48 468
Average 1 1 1 1 1 1 1 1 1 1 11
The highest score 1 1 1 1 2 1 1 2 1 1 15
Lowest Score 2 2 2 2 2 2 2 2 2 2 20
EVALUATION QUESTIONNAIRE
Student Self-Assessment Sheet (Likert Scale)
Teacher’s Name : Damianus, S. Pd

No Question Score
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
1 I pray before doing activities 3 4 4 4 3 4 3 3 3 4 4 4 3 3 4 4 4 3 4 4 4 3 4 4 3 90

2 I carry out my prayers on time 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 2 3 3 3 3 3 3 3 73
3 I dare to admit my mistake if I am guilty 3 4 3 4 4 3 4 4 3 3 3 3 3 3 3 3 2 2 3 3 4 4 3 4 4 82
4 I submit assignments according to the schedule given 4 4 4 4 4 4 4 4 4 4 4 4 2 4 4 4 1 3 4 4 4 4 4 4 4 97
5 I returned the items I borrowed in good condition 3 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 1 3 4 4 4 4 4 4 4 94
6 I apologize if I made a mistake 4 4 3 3 4 4 4 4 3 4 4 4 2 4 4 4 2 3 4 4 4 4 4 4 4 92
7 I come to school on time 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 4 4 4 4 4 4 4 98
Number of Values 24 27 25 26 26 26 26 26 24 26 26 26 19 25 26 26 16 19 26 26 27 26 26 27 26 626
Average 3,4 3,9 3,6 3,7 3,7 3,7 3,7 3,7 3,4 3,7 3,7 3,7 2,7 3,6 3,7 3,7 2,9 2,7 3,7 3,7 3,9 3,7 3,7 3,9 3,7 89,43
The highest score 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 4 4 98
Lowest Score 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 1 2 3 3 3 3 3 3 3 73
DESCRIPTIONS
Very Rare Rare Often Always
1 2 3 4
EVALUATION QUESTIONNAIRE ASSESSMENT
Subjects : English
Questions
NO Student Name Total Value
1 2 3 4 5 6 7
1 AHMAD YUSUF M 3 3 3 4 3 4 4 24
2 AKHTAR L 4 3 4 4 4 4 4 27
3 ARTHUR RAFHAEL T. 4 3 3 4 4 3 4 25
4 ARYA ZAQY NUGRAHA 4 3 4 4 4 3 4 26
5 BMABANG N 3 3 4 4 4 4 4 26
6 CALEB BENEDICT LEONARDO 4 3 3 4 4 4 4 26
7 ARYA ZAQY NUGRAHA 3 3 4 4 4 4 4 26
8 CHIKA PUTRI WAN UTAMI 3 3 4 4 4 4 4 26
9 DAFFA EKA PUTRA 3 3 3 4 4 3 4 24
10 DEVID FEBRIYANA 4 3 3 4 4 4 4 26
11 GENDIS R 4 3 3 4 4 4 4 26
12 GEOVANA RAMADHANNIA 4 3 3 4 4 4 4 26
13 IKHSAN 3 2 3 2 3 2 4 19
14 JOSHUA BENJAMIN L 3 3 3 4 4 4 4 25
15 MELANI PUTRI 4 3 3 4 4 4 4 26
16 MUHAMMAD FAHRI 4 3 3 4 4 4 4 26
17 MUHAMMAD RAFIF R. 4 3 2 1 1 2 3 16
18 NATANIA PEIRCILA 3 2 2 3 3 3 3 19
19 NURUL ASYIFA 4 3 3 4 4 4 4 26
20 PRILA PUTRI BERLIANY 4 3 3 4 4 4 4 26
21 RAIHAN RIZKI MUSYAFFA 4 3 4 4 4 4 4 27
22 RAIHAN RIZKI MUSYAFFA 3 3 4 4 4 4 4 26
23 RIFQI ADITYA PRATAMA 4 3 3 4 4 4 4 26
24 SYAHIRA DINDA NOPRIA 4 3 4 4 4 4 4 27
25 ZISKIND RADINKA FAUSTIN 3 3 4 4 4 4 4 26
Number of Values 90 73 82 94 94 92 98 626
Average 2 2 2 2 2 2 2 89,43
The highest score 3 2 2 1 1 2 3 73
Lowest Score 4 3 4 4 4 4 4 98
Score 90 73 82 97 94 92 98 89,4

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
1 Actively putting forward ideas 2 2 1 2 2 2 2 2 2 2 2 2 1 1 2 2 2 1 2 2 1 2 2 2 2 45 90

Listen to other colleagues who are
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 50 100
having an opinion
3 Busy doing my own work 2 2 2 2 2 2 2 2 2 2 2 2 1 2 2 2 2 1 2 2 2 2 2 2 1 47 94
Didn't ask because I was afraid of
4 2 1 1 1 1 1 2 2 2 2 2 2 1 1 2 2 2 1 1 1 1 2 1 1 2 37 74
being laughed at
5 Actively ask questions 2 2 1 1 1 1 2 2 2 2 2 2 1 1 2 2 2 1 1 1 1 2 1 1 2 38 76
Carry out group agreements even if
6 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 50 100
they don't match your own opinion
Number of Values 12 11 9 10 10 10 12 12 12 12 12 12 8 9 12 12 12 8 10 10 9 12 10 10 11 267 534
Average 2 1,83 1,5 1,7 1,7 1,7 2 2 2 2 2 2 1,3 1,5 2 2 2 1,3 1,7 1,7 1,5 2 1,7 1,7 1,8 44,5 89
The highest score 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 50 100
Lowest Score 2 1 1 1 1 1 2 2 2 2 2 2 1 1 2 2 2 1 1 1 1 2 1 1 1 37 74
SCORE 100 91 75 83 83 83 100 100 100 100 100 100 66 75 100 100 100 66 83 100 75 100 83 83 91 2237 89,48
DESCRIPTIONS
Unacceptable Answer Acceptable Answer
1 2
Subjects : English
NO Student Name Number of Values SCORE
1 AHMAD YUSUF M 12 100
2 AKHTAR L 11 91
3 ARTHUR RAFHAEL T. 9 75
4 ARYA ZAQY NUGRAHA 10 83
5 BMABANG N 10 83
6 CALEB BENEDICT LEONARDO 10 83
8 CHIKA PUTRI WAN UTAMI 12 100
9 DAFFA EKA PUTRA 12 100
10 DEVID FEBRIYANA 12 100
11 GENDIS R 12 100
12 GEOVANA RAMADHANNIA 12 100
13 IKHSAN 8 66
14 JOSHUA BENJAMIN L 9 75
15 MELANI PUTRI 12 100
16 MUHAMMAD FAHRI 12 100
17 MUHAMMAD RAFIF R. 12 100
18 NATANIA PEIRCILA 8 66
19 NURUL ASYIFA 10 83
20 PRILA PUTRI BERLIANY 10 100
21 RAIHAN RIZKI MUSYAFFA 9 75
23 RIFQI ADITYA PRATAMA 10 83
24 SYAHIRA DINDA NOPRIA 10 83
25 ZISKIND RADINKA FAUSTIN 11 91
Number of Values 267 2237

Average 10,7 89,48
The highest score 12 100
Lowest Score 8 75
Peer Assessment During Group Discussion Activities
Peer Assessment During Group Discussion Activities

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
My friend actively put forward ideas during
1 2 2 2 2 2 2 2 2 2 2 2 2 1 2 2 2 2 1 2 2 2 2 2 2 2 48 96
the discussion
2 My friend listens to other colleagues' opinions 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 50 100
My friends do group assignments according to
3 2 2 2 2 2 2 2 2 2 2 2 2 1 2 2 2 2 1 2 2 2 2 2 2 2 48 96
the mutually agreed division of tasks
My friend actively helps other colleagues who
4 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 50 100
are having difficulty doing assignments
My friend laughs at other colleagues' opinions
5 2 2 1 2 1 2 2 2 2 2 2 2 2 2 1 2 2 1 1 2 1 2 1 2 1 43 86
during group discussions
Number of Values 10 10 9 10 9 10 10 10 10 10 10 10 8 10 9 10 10 7 9 10 9 10 9 10 9
239 478
Average 2 2 1,8 2 1,8 2 2 2 2 2 2 2 1,6 2 1,8 2 2 1,4 1,8 2 1,8 2 1,8 2 1,8
47,8 95,6
The highest score 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
50 100
Lowest score 2 2 1 2 1 2 2 2 2 2 2 2 1 2 1 2 2 1 1 2 1 2 1 2 1
43 86
SCORE 100 100 90 100 90 100 100 100 100 100 100 100 80 100 90 100 100 70 90 100 90 100 90 100 90 95,2
DESCRIPTIONS
Unacceptable Evaluation Acceptable Evaluation
1 2
Subjects : English
NO Student Name Number of Values SCORE
1 AHMAD YUSUF M 10 100
2 AKHTAR L 10 100
3 ARTHUR RAFHAEL T. 9 90
5 BMABANG N 9 90
6 CALEB BENEDICT LEONARDO 10 100
8 CHIKA PUTRI WAN UTAMI 10 100
9 DAFFA EKA PUTRA 10 100
10 DEVID FEBRIYANA 10 100
11 GENDIS R 10 100
12 GEOVANA RAMADHANNIA 10 100
13 IKHSAN 8 80
14 JOSHUA BENJAMIN L 10 100
15 MELANI PUTRI 9 90
16 MUHAMMAD FAHRI 10 100
17 MUHAMMAD RAFIF R. 10 100
18 NATANIA PEIRCILA 7 70
19 NURUL ASYIFA 9 90
20 PRILA PUTRI BERLIANY 10 100
23 RIFQI ADITYA PRATAMA 9 90
24 SYAHIRA DINDA NOPRIA 10 100
25 ZISKIND RADINKA FAUSTIN 9 90
Number of Values 238 2380
Average 9,52 95,20
The highest score 10 100

Lowest Score 7 70
Speaking Assessment Rubric
No Aspect 5 4 3 2 1
Graded Excellent Good Fair Poor Very Poor
1. Fluency Very smooth with no Smooth enough Normal speedwith Slow pace with The pace is very slow
pauses withvery few few pauses frequentpauses withtoo many
pauses pauses
2. Accuracy Excellent grammar Very few mistakes in Few mistakes in Several mistakes in Very poor diction
(complex noun grammar with grammar with very grammar withvery and grammar whivh
phrase)with various enough varietyof sufficient limited vocabulary lead to
words used vocabulary vocabulary but still but still misunderstanding
(Correctness80%- (Correctness 61%- understandabl understandabl (correctness 0%-
100%) 80%) e (Correctness41%- e (Correctness41%- 39%)
60%) 60%)
3. Clarity Very clear Good pronunciation Few mistakes in Several mistakes in Many mistakes in
articulation with with very few pronunciation with pronunciationwith pronunciation with
good pronunciation mistakes and clear inconsistent inconsistent unclear articulation
articulation articulation but still articulation which and difficult to
understandable lead todifficult understand.
understanding
4. Intonation Correct Very few mistakes in Few mistakesin Several mistakes in No difference of
intonation/ton e for intonation/ton e for intonation/tone intonation/tone intonation/ton e for
the words/phrases/ the words/phrases/ which interfere the which lead to the words/phrases/
sentences withlead to sentences withlead to intended meaning misunderstanding of sentences which lead
appropriate the appropriate the the intended meaning to misunderstanding
intended meaning intended meaning of the intended
meaning
5. Volume Speak very loudly Speak loudlythat Only audiencefrom Speak softly that Speak very softly
that theaudience in most of the the middle to the only veryfew the that theaudience
the class canhear audience front row canhear audience canhear cannot hear
in the classcan the voice clearly
hear
6. Content The content ofthe The content ofthe The content ofthe The content ofthe The content ofthe
presentation contains presentation contains presentation contains presentation contains presentation contains
very complete complete sufficient little information very little
information (physical information information (physical (physical description) information (physical
description) about (physical description) about about the person description) about
the person being description) about the person being being described and the person being
described and meet the person being described and fairly almost does not meet described and does
the purpose of the described and meet meet thepurpose of the purpose of the not meet the purpose
function of thespoken the purpose of the thefunction of the function of thespoken ofthe function ofthe
text function of the spoken text text spoken
spoken text text
PRESENTATION ASSESSMENT OF STUDY HABIT
GUIDENCE
Subjects : English
Qualitative of
NO ASPECT DESCRIPTION VALUE
Score
5 Excellent Easy to understand and has a native speaker's accent 81 - 100
Pronunciation
4 Good Easy to understand even with a certain accent 61 - 80

There are pronunciation problems that require the listener to concentrate fully and
1 3 Fair 41 - 60
sometimes there are misunderstandings
2 Poor Difficult to understand because there are pronunciation problems, often asked to repeat 21 - 40
1 Very Poor The pronunciation problem is serious so it can't be understood 0 - 20
5 Excellent There are no or few grammatical errors 81 - 100
4 Good Sometimes makes grammatical errors but does not affect the meaning
Grammar
61 - 80
2 3 Fair Often makes grammatical errors that affect meaning 41 - 60
2 Poor Many grammatical errors hinder meaning and often rearrange sentences 21 - 40
1 Very Poor Grammatical errors are so severe that they are difficult to understand 0 - 20
5 Excellent Uses vocabulary and expressions like a native speaker 81 - 100
Sometimes uses inappropriate vocabulary and has to explain ideas because vocabulary is
4 Good 61 - 80
Vocabulary
inadequate
3 Often using inappropriate vocabulary, conversations become limited due to limited
3 Fair 41 - 60
vocabulary
2 Poor Using vocabulary incorrectly and vocabulary is limited so it is difficult to understand 21 - 40
1 Very Poor Vocabulary is so limited that conversation is impossible 0 - 20
5 Excellent Fluent like a native speaker 81 - 100
4 Good Fluency seemed slightly impaired by language problems 61 - 80
Fluency
3 Fair Fluency is somewhat disrupted by language problems 41 - 60

4
2 Poor Often hesitate and stop because of language limitations 21 - 40
1 Very Poor Speech is intermittent and stops so that conversation is impossible 0 - 20
5 Excellent Understand everything without experiencing difficulty 81 - 100
4 Good Understands almost everything, although there is repetition in certain parts 61 - 80
Comprehension
Understands most of what is said when speaking is somewhat slowed down despite
3 Fair 41 - 60
5 repetition
Difficult to follow what is being said. Only understand socializing conversations with slow
2 Poor 21 - 40
speech and lots of repetition
1 Very Poor Can't understand even simple conversations 0 - 20
DESCRIPTION
Score 5 4 3 2 1
Qualitative of Score Excellent Good Fair Poor Very Poor
Range of Score 81 - 100 61 - 80 41 - 60 21 - 40 0 - 20
PRESENTATION ASSESSMENT
Subjects : English
Pronun Compre
No Student name Grammar Vocabulary Fluency Value Score
ciation hension
1 AHMAD YUSUF M 79 75 75 75 78 383 76,6

2 AKHTAR L 85 85 81 85 87 423 84,6
3 ARTHUR RAFHAEL T. 80 85 80 85 85 410 82,0
4 ARYA ZAQY NUGRAHA 85 85 81 85 82 413 82,6
5 BMABANG N 80 84 79 84 80 405 81,0
6 CALEB BENEDICT L 94 92 93 92 95 467 93,4
7 ARYA ZAQY NUGRAHA 79 76 78 76 80 389 77,8
8 CHIKA PUTRI WAN U 75 80 78 80 77 389 77,8
9 DAFFA EKA PUTRA 82 85 79 85 80 410 82,0
10 DEVID FEBRIYANA 80 82 82 82 83 412 82,4
11 GENDIS R 80 86 87 86 83 421 84,2
12 GEOVANA R 87 87 87 87 83 426 85,2
13 IKHSAN 76 75 75 75 78 380 76,0
14 JOSHUA BENJAMIN L 80 79 79 79 80 392 78,4
15 MELANI PUTRI 80 80 79 80 81 401 80,2
16 MUHAMMAD FAHRI 80 80 79 80 81 399 79,8
17 MUHAMMAD RAFIF R. 80 80 79 80 81 399 79,8
18 NATANIA PEIRCILA 79 75 75 75 78 383 76,6
19 NURUL ASYIFA 82 84 80 84 82 407 81,4
20 PRILA PUTRI BERLIANY 80 86 81 86 82 408 81,6
21 RAIHAN RIZKI MUSYAFFA 80 80 79 80 81 396 79,2
22 RAIHAN RIZKI M 80 84 80 84 80 404 80,8
23 RIFQI ADITYA PRATAMA 85 89 85 89 86 430 86,0
24 SYAHIRA DINDA N 80 80 79 80 80 398 79,6
25 ZISKIND RADINKA F 95 96 94 96 96 476 95,2
Number of Values 2043 2070 81 2025 2059
Average 81,7 82,8 94 81 82,4
The highest score 95 96 75 95 96
Lowest Score 75 75 81 74 77
DESCRIPTION
Score 5 4 3 2 1
Range of Score 81 - 100 61 - 80 41 - 60 21 - 40 0 - 20
Subjects : English
Answer
Amoun
Score
No Student Name
t
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 AHMAD YUSUF M 5 5 5 0 5 5 0 0 0 5 5 5 5 5 5 5 0 5 5 5 15 75
2 AKHTAR L 5 5 5 5 5 5 0 0 5 5 5 5 5 5 5 5 5 5 5 5 18 90
3 ARTHUR RAFHAEL T. 5 5 5 5 5 5 0 0 0 5 5 5 5 5 5 5 5 5 5 5 17 85
4 ARYA ZAQY N 5 5 5 0 5 5 0 5 0 5 5 5 5 5 5 5 5 5 0 5 16 80
5 BMABANG N 5 0 5 5 5 5 0 0 5 5 5 5 5 5 5 5 0 5 5 5 16 80
6 CALEB BENEDICT L 5 5 5 5 5 5 5 0 0 5 5 5 5 5 5 5 5 5 5 5 90 90
ARYA ZAQY 80
7 5 5 5 0 5 5 5 5 5 5 5 5 5 5 5 5 0 5 0 5 16
NUGRAHA
8 CHIKA PUTRI WAN U 5 0 5 0 5 5 0 0 5 5 5 5 5 5 5 5 5 5 0 5 15 75
9 DAFFA EKA PUTRA 5 5 5 5 5 5 0 0 0 5 5 5 5 5 5 5 5 5 0 5 16 80
10 DEVID FEBRIYANA 5 5 5 0 5 5 0 5 0 5 5 5 5 5 5 5 0 5 5 5 16 80
11 GENDIS R 5 5 5 5 5 5 0 5 5 5 5 5 5 5 5 5 5 5 5 5 19 95
12 GEOVANA R 5 0 5 5 5 5 0 0 5 5 5 5 5 5 5 5 0 5 0 5 16 80
13 IKHSAN 5 5 5 0 5 5 0 0 0 5 5 5 5 5 5 5 0 5 5 5 15 75
14 JOSHUA BENJAMIN L 5 5 5 0 5 5 5 5 5 5 5 5 5 5 5 5 0 5 0 5 16 80
15 MELANI PUTRI 5 5 5 0 5 5 5 5 5 5 5 5 5 5 5 5 0 5 0 5 16 80
16 MUHAMMAD FAHRI 5 0 5 0 5 5 0 0 5 5 5 5 5 5 5 5 5 5 0 5 15 75
17 MUH. RAFIF R. 5 0 5 0 5 5 0 0 5 5 5 5 5 5 5 5 5 5 0 5 15 75
18 NATANIA PEIRCILA 5 5 5 0 5 5 0 0 0 5 5 5 5 5 5 5 0 5 5 5 15 75
19 NURUL ASYIFA 5 0 5 5 5 5 0 0 5 5 5 5 5 5 5 5 0 5 0 5 16 80
PRILA PUTRI 85
20 5 5 5 5 5 5 0 0 5 5 5 5 5 5 5 5 0 5 5 5 17
BERLIANY
21 RAIHAN RIZKI M 5 5 5 0 5 5 0 0 0 5 5 5 5 5 5 5 5 5 5 5 16 80
22 RAIHAN RIZKI M 5 5 5 5 5 5 0 0 5 5 5 5 5 5 5 5 5 5 5 5 19 95
23 RIFQI ADITYA P 5 5 5 0 5 5 0 5 0 5 5 5 5 5 5 5 5 5 5 5 17 85
24 SYAHIRA DINDA N 5 0 5 5 5 5 0 5 5 5 5 5 5 5 5 5 5 5 5 5 19 95
25 ZISKIND RADINKA F 5 5 5 0 5 5 5 0 5 5 5 5 5 5 5 5 5 5 5 5 18 90
Jumlah Nilai 25 19 25 12 25 25 5 8 15 25 25 25 25 25 25 25 15 25 16 25
Salah 0 1 0 13 0 0 20 17 10 0 0 0 0 0 0 0 10 0 9 0
Assessment indicators
Aspects assessed Value
5 4 3 2 1
81%-100%) 61%-80%) 41%-60%) 21%-40%) 0%-20%)
• Able to coordinate group work in discussions and complete group

5
A. Active in group assignments
discussions • Actively provide solutions in group discussions 4
• Participates in discussions actively and is ready to provide assistance but
3
is unable to provide a solution to the problem
• Actively participates in discussions but does not provide solutions or
2
assistance
• Less responsive to group discussions 1
B. Skilled in finding • Able to complete the initial steps to the conclusion of a project quickly
5
project and correctly
completion • Able to complete the initial steps to the conclusion of a project quickly
4
and correctly
concepts
• Able to complete the steps from start to finish on the Project but there
3
are parts that have not been completed appropriate
• Only complete steps that are understood 2
• Not able to complete the initial steps until conclusion on the Project 1
C. Skilled in • The project was carried out neatly, sequentially and clear 5
presenting • Projects are done neatly, sequentially but less clear 4
projects • The project was not done neatly, sequential and unclear 3
• The project was done neatly, not in sequence and less clear 2
• The project was carried out in sloppy writing, disorganized and less clear 1
D. Skilled in • Very good at presenting with language good, with correct results and
5
communicating able to answer questions.
discussion • Able to present in good language, with correct results and able to answer
4
question..
results
• Able to present in good language, with correct results but not yet able
3
answer the questions
• Able to present in good language, but the results are not accurate and
2
are not able to answer the question.
• Not yet able to present in good language, with correct results and not yet
1
able answer the question..
Grading guidelines = total grades (A+B+C) x 5 =

DESCRIPTION
Score 5 4 3 2 1
Range of Score 81 - 100 61 - 80 41 - 60 21 - 40 0 - 20
C. Terampil
A. Active in B. Skilled in finding D. Terampil dalam
dalam
No Student name group project completion mengkomunikasikan Score
value
Total
menyajikan
discussions concepts hasil diskusi
Project
1 AHMAD YUSUF M 4 3 3 2 10 60
2 AKHTAR L 5 4 4 3 16 80
3 ARTHUR RAFHAEL T. 5 4 3 3 15 75
4 ARYA ZAQY NUGRAHA 5 4 3 3 16 80
5 BMABANG N 5 5 5 4 19 95
6 CALEB BENEDICT L 5 5 5 5 20 100
8 CHIKA PUTRI WAN U 5 5 4 3 17 85
9 DAFFA EKA PUTRA 5 5 3 3 16 80
10 DEVID FEBRIYANA 4 4 3 3 14 70
11 GENDIS R 5 4 3 3 15 75
12 GEOVANA R 5 5 4 3 17 85
13 IKHSAN 4 3 3 2 12 60
14 JOSHUA BENJAMIN L 5 3 3 3 14 75
15 MELANI PUTRI 5 5 3 3 16 80
16 MUHAMMAD FAHRI 5 4 4 3 16 80
17 MUHAMMAD RAFIF R. 5 4 4 4 17 85
18 NATANIA PEIRCILA 5 5 5 5 20 100
19 NURUL ASYIFA 5 5 5 5 20 100
20 PRILA PUTRI BERLIANY 5 5 4 4 18 90
21 RAIHAN RIZKI MUSYAFFA 5 5 5 4 19 95
22 RAIHAN RIZKI M 4 4 3 3 14 70
23 RIFQI ADITYA PRATAMA 5 5 4 4 18 90
24 SYAHIRA DINDA N 4 4 3 3 14 70
25 ZISKIND RADINKA F 5 5 5 5 20 100
Number of Values 120 109 95 86 409 2060
Average 4,8 4,36 3,8 3,44 16,36 82,4
The highest score 5 5 5 5 20 100
Lowest Score 4 3 3 2 10 60
DESCRIPTION
Score 5 4 3 2 1
Range of Score 81 - 100 61 - 80 41 - 60 21 - 40 0 - 20
A. INSTRUMENT FOR ASSESSING PANCASILA STUDENT
PROFILE ATTITUDE IN ON PROJECT
As Expected
Not Yet Start Developing As
Expected Very Exactly
Dimensions Instrument Developing Developing
Develop
1 2 3 4
Global Students are Students know, Students know, Students know,

appreciate
Diversity able to apply Students know, appreciate appreciate
cultural
the character appreciate differences, cultural cultural
communicate and
of global cultural differences, differences,
interact with
diversity as differences, fellow very still communicate communicate
low
Pancasila communicate and interact with and interact with
students in and interact with fellow very well fellow very very
learning fellow very still well
activities low
Students build Students are not Students build Students build Students build
Mutual teams yet able to build teams
teams well teams very well
adequately well
Cooperation teams
Students Students are not Students Students Students

Critical critically yet able to critically critically analyze critically analyze
reasoning analyze and analyze and clarify analyze and and clarify and clarify
clarify information
clarify information well information with
information
information still Very well
lack
Students are Students are not Students are still Students are Students are able
Creative able to explore yet able to explore less able to to explore and
able to explore
explore and express their
and express and express their express their and express their thoughts in the
their thoughts thoughts in the thoughts in the form of work very
thoughts in the
form of work very well
in the form of form of work
adequately good form of work
work
well
PANCASILA STUDENT PROFILE ATTITUDE ON
PROJECT ASSESSMENT
Aspect
Global Total
No Student name Mutual Critical Amount
Diversity creative Value
Cooperation Reasoning
1 AHMAD YUSUF M 5 4 3 1 14 70
2 AKHTAR L 5 5 5 4 20 100
3 ARTHUR RAFHAEL T. 5 4 3 2 16 80
5 BMABANG N 5 5 5 4 19 95
6 CALEB BENEDICT L 5 5 5 4 19 95
8 CHIKA PUTRI WAN U 5 5 4 3 18 90
9 DAFFA EKA PUTRA 5 5 3 3 18 90
10 DEVID FEBRIYANA 5 4 3 2 16 80
11 GENDIS R 5 4 3 2 16 80
12 GEOVANA R 5 5 4 3 18 90
13 IKHSAN 5 3 2 2 12 60
14 JOSHUA BENJAMIN L 5 3 3 2 14 70
15 MELANI PUTRI 5 5 3 3 18 90
16 MUHAMMAD FAHRI 5 4 4 3 16 80
17 MUHAMMAD RAFIF R. 5 4 4 3 17 85
18 NATANIA PEIRCILA 5 5 5 4 20 100
19 NURUL ASYIFA 5 5 5 4 20 100
20 PRILA PUTRI BERLIANY 5 5 4 3 19 95
21 RAIHAN RIZKI MUSYAFFA 5 5 5 4 19 95
22 RAIHAN RIZKI M 5 4 3 2 16 80
23 RIFQI ADITYA PRATAMA 5 5 4 3 19 95
24 SYAHIRA DINDA N 5 4 3 2 16 80
25 ZISKIND RADINKA F 5 5 5 4 20 100
Number of Values 125 111 95 72 432 2160
Average 5 4,44 3,8 2,88 17,28 86,4
The highest score 5 5 5 4 20 100
Lowest Score 5 3 2 1 12 60
DESCRIPTION SCORE
1. Not yet developed 1
2. Starting to develop 2
3. Developing according to expectations 3
4. Highly developed 4 4
ATTITUDE SPIRITUAL AND SOCIAL OBSERVATION GUIDENCE
Subjects : English
Domain
Form
No Attitude Indicator
Affective Rubric
1 Do prayers before and after

A5
Faith learning
Express gratitude for the knowledge and value Observ.

A2
gained in learning.. a/1-5
2 Global Do not differentiate between friends when A3

Thinking learning
Receive the results of group divisions made by the A1
teacher
3 Willing to work together during group activities A1
Mutual Carry out the roles that have been divided into the
A5
cooperation group
4 Independent Completes individual tasks as directed

A5
Demonstrate a confident attitude in learning

A2
activities.
5
Demonstrate a courageous attitude to convey A2
Critical
opinion
Reasoning
Demonstrate a brave attitude in giving and answering
A2
questions
6 Demonstrate a brave attitude in giving and answering

A4
Creative questions
Propose invitation poster design ideas

A5
ATTITUDE SPIRITUAL AND SOCIAL OBSERVATION RUBRIC
Score
Trying Need
Trying Well Need Guidance
No Attitude Indicator Good reminded
Very Good Good Fair Poor
4 3 2 1
Do prayers before and after Showing Already Showing a Showing
learning consistent showing little effort Absolutely no
effort effort effort
1.
Faith Always give thanks for the Showing Already Showing a Showing
knowledge and value gained in consistent showing little effort Absolutely no
learning. effort effort effort
Do not discriminate between Showing Already Showing a Showing

friends when learning consistent showing little effort Absolutely no
Global Thinking
2.
Receive the results of group Showing Already Showing a Showing
divisions made by the teacher consistent showing little effort Absolutely no
Willing to work together during Showing Already Showing a Showing

group activities consistent showing little effort Absolutely no
Mutual
3.
cooperation Carry out the roles that have been Showing Already Showing a Showing
divided into the group consistent showing little effort Absolutely no
Completes individual tasks as Showing Already Showing a Showing

directedand. consistent showing little effort Absolutely no
Independent
4.
Demonstrate a confident attitude Showing Already Showing a Showing
during learning consistent showing little effort Absolutely no
Demonstrate a courageous Showing Already Showing a Showing

attitude to convey opinion,giving consistent showing little effort Absolutely no
and answering questions effort effort Showing a effort
Critical
5. little effort
Reasoning
Design Study Habits in a Showing Already Showing a Showing

paragraph and tables consistent showing little effort Absolutely no
6.
Creative effort effort effort
DESCRIPTION
Score 5 4 3 2 1
Qualitative of Score Very Good Good Fair Poor Very Good
Range of Score 81 - 100 61 - 80 41 - 60 21 - 40 0 - 20
Instructions:
1. This sheet is filled in by the teacher to assess students' affective/attitudes
2. Affective/attitude observations are based on the indicators for each attitude contained in
athe assessment rubric.
SPIRITUAL AND SOCIAL ATTITUDE

Critical Total Total
No Nama Global
Faith Diversity Cooperation Reasoning Creative Score Value
Mutual
,
1 2 3 4 5 6 7 8 9 10
1 AHMAD YUSUF M 3 3 4 3 3 3 3 4 3 2 31 72
2 AKHTAR L 4 4 4 4 4 4 4 4 4 4 40 90
3 ARTHUR RAFHAEL T. 4 4 4 4 4 4 4 4 3 2 37 87
4 ARYA ZAQY NUGRAHA 4 4 4 4 3 3 3 4 3 2 34 80
5 BMABANG N 4 4 4 4 4 4 4 4 4 4 40 90
6 CALEB BENEDICT L 4 4 4 4 3 3 3 4 4 4 37 82
7 ARYA ZAQY NUGRAHA 4 4 4 4 4 4 4 4 4 3 39 90
8 CHIKA PUTRI WAN U 4 4 4 4 4 4 4 4 4 3 39 90
9 DAFFA EKA PUTRA 4 4 4 4 4 4 4 4 3 3 38 87
10 DEVID FEBRIYANA 4 4 4 4 3 3 3 4 3 2 34 80
11 GENDIS R 4 4 4 4 3 3 3 4 3 2 34 80
12 GEOVANA R 4 4 4 4 4 4 4 4 3 3 38 95
13 IKHSAN 3 3 4 3 3 3 3 3 4 2 31 77
14 JOSHUA BENJAMIN L 4 4 4 4 3 3 3 3 4 2 34 85
15 MELANI PUTRI 4 4 4 4 4 4 4 4 4 3 39 97
16 MUHAMMAD FAHRI 4 4 4 4 4 4 4 4 4 3 39 97
17 MUHAMMAD RAFIF R. 4 4 4 4 4 4 4 4 4 3 39 97
18 NATANIA PEIRCILA 4 4 4 4 4 4 4 4 4 4 40 100
19 NURUL ASYIFA 4 4 4 4 4 4 4 4 3 4 39 87
20 PRILA PUTRI BERLIANY 4 4 4 4 4 4 4 4 4 3 39 97
RAIHAN RIZKI
21 4 4 4 4 4 4 4 4 3 4 39 97
MUSYAFFA
22 RAIHAN RIZKI M 4 4 4 4 3 3 3 4 4 2 35 87
23 RIFQI ADITYA PRATAMA 4 4 4 4 4 4 4 5 3 3 39 97
24 SYAHIRA DINDA N 4 4 4 4 3 3 3 4 4 2 35 87
25 ZISKIND RADINKA F 4 4 4 4 4 4 4 4 4 4 40 100
Number of Values 98 98 100 98 91 91 91 95 90 73 929 925
Average 2 2 2 2 2 2 2 2 2 2 23 9,25
The highest score 3 3 4 3 3 3 3 3 3 2 31 100
Lowest Score 4 4 4 4 4 4 4 5 4 4 40 72
No Student name PROBLEM FOUND Probel Solution
AHMAD YUSUF M 1.
Less showing enough courage to express opinions,
give and answer questions and the voice volume is
too low Efforts to overcome learning
2. Projects are not carried out neatly, sequentially and difficulties include:
are not clear
3. Not yet able to coordinate group work in 1. Record students’ data individually
discussions and complete group assignments and provide corrections according
4. Less active put forward ideas during the discussion to each student's deficiencies
5. Vocabulary is so limited that conversation is
impossible 2. Providing remedial teaching,
6. Grammatical errors are so severe that they are providing repetition of material
1 difficult to understand (enrichment), providing learning
AKHTAR L 1. Laughs at other colleagues' opinions during group motivation, developing good
discussions attitudes and study habits,
2. The project was carried out with writing, but the coordinating with colleagues,
results were less accurate and unable to answer guidance and counseling teachers
questions. and parents.
3. Actively participates in discussions but does not
provide solutions or assistance 3. Improving learning methods and
4. Many grammatical errors hinder meaning and often strategies
rearrange sentences
5. Didn't ask because afraid of being laughed and
2 make mistake
ARTHUR RAFHAEL 1. The project was carried out with writing, but the
T. results were less accurate and unable to answer
questions.
2. Less responsive to group discussions
3. Often using inappropriate vocabulary,
conversations become limited due to limited
3 vocabulary
ARYA ZAQY Grammatical errors are so severe that they are difficult to
4 NUGRAHA understand
BMABANG N 1. Less showing enough courage to express opinions,
too low
2. less active in providing solutions in group
discussions
3. Grammatical errors are so severe that they are
5 difficult to understand
CALEB BENEDICT Sometimes makes grammatical errors but does not affect
6 L the meaning
7 ARYA ZAQY 1. Less showing enough courage to express opinions,
NUGRAHA give and answer questions and the voice volume is
too low
2. The project was carried out with writing, but the
results were less accurate and unable to answer
questions.
discussions
4. Grammatical errors are so severe that they are
difficult to understand
CHIKA PUTRI 1. Less showing enough courage to express opinions,
WAN U give and answer questions and the voice volume is
too low
discussions
3. Less active put forward ideas during the discussion
4. Use of incorrect vocabulary and limited
8 vocabulary making it difficult to understand
DAFFA EKA 1. Didn't ask because afraid of being laughed and
PUTRA make mistake
9 vocabulary
DEVID FEBRIYANA 1. Less showing enough courage to express opinions,
too low
provide solutions or assistance
impossible
10 vocabulary
GENDIS R Sometimes makes grammatical errors but does not affect
11 the meaning
GEOVANA R Sometimes makes grammatical errors but does not affect
12 the meaning
IKHSAN 1. Less showing enough courage to express opinions,
too low
2. Projects are not carried out neatly, sequentially and
are not clear
3. Not yet able to coordinate group work in
discussions and complete group assignments
JOSHUA 1. joke while praying before studying
BENJAMIN L 2. The project was carried out with writing, but the
questions.
discussions
14 5. Often makes grammatical errors that affect
meaning
MELANI PUTRI 1. Less showing enough courage to express opinions,
too low
questions.
provide solutions or assistance
make mistake
impossible
15 vocabulary
MUHAMMAD 1. Less showing enough courage to express opinions,
FAHRI give and answer questions and the voice volume is
too low
make mistake
4. Many grammatical errors hinder meaning and
16 often rearrange sentences
MUHAMMAD 1. Less showing enough courage to express opinions,
RAFIF R. give and answer questions and the voice volume is
too low
2. Less actively helps other colleagues who are
having difficulty doing assignments
3. Many grammatical errors hinder meaning and
17 often rearrange sentences
NATANIA 1. Less showing enough courage to express opinions,
PEIRCILA give and answer questions and the voice volume is
too low
2. Projects are not carried out neatly, sequentially and
are not clear
3. Not yet able to coordinate group work in
discussions and complete group assignments
4. Laughs at other colleagues' opinions during group
discussions
NURUL ASYIFA 1. Laughs at other colleagues' opinions during group
discussions
19 vocabulary
PRILA PUTRI 1. Actively participates in discussions but does not
BERLIANY provide solutions or assistance
3. Often makes grammatical errors that affect
20 meaning
21 RAIHAN RIZKI 1. Make a joke while praying before studying
MUSYAFFA 2. The project was carried out with writing, but the
questions.
make mistake
vocabulary
RAIHAN RIZKI M Grammatical errors are so severe that they are difficult to
22 understand
RIFQI ADITYA Less actively helps other colleagues who are having
PRATAMA difficulty doing assignments
23 Often makes grammatical errors that affect meaning
SYAHIRA DINDA N 1. Less showing enough courage to express opinions,
too low
questions.
discussions
4. Less actively helps other colleagues who are
having difficulty doing assignments
24 vocabulary
ZISKIND RADINKA Sometimes makes grammatical errors but does not affect
25 F the meaning
No. Day/date Problem Cause Solution Plan
1. 18 -01 First Meeting Teacher plans to:

2024 1. to describe Study Habits, some 1. The cause students did 1. The teacher will provide
students still felt shy to speak not master the motivation to make students
vocabulary more confident
2. Some Students still had difficult to
master the vocabulary in the learning 2. The cause lack of 2. The teacher will provide
process. speaking practice, lack of vocabulary according to the
reading habits and lack material before carrying out
of motivation to find the speaking activities, conducts
meaning of speaking and reading habits
words/vocabulary
2 19 -01 Second Meeting 1. The cause they are not 1. The teacher in the classroom
2024 used to practice public provides tips on mastering
1. Some students were still not confident
speaking and lack vocabulary and increasing
enough to present in front of the class
support speaking practice in class and
2. Lack of vocabulary made some conducts reading habits
2. The cause lack of
students did not dare to speak
speaking practice and 2. The teacher will motivate by
lack of motivation to find giving tips for students who
the meaning of are less confident in
words/vocabulary speaking in front of the class
DISSEMINATION EXPOSURE MATERIAL
Findings of problems that occured while teaching on January r 19th ,2024
Teacher found problem in the learning process is that students are not ready to receive learning due
to a lack of interest in speaking and literacy. Students often receive learning without any preparation
from home by reading the material before receiving learning in class. Teachers also often find that
students have low proficiency in the prerequisite material that students must master before receiving
new main material.
General description of observation results on January r 19th ,2024

Students feel comfortable studying with teachers at school, and are starting to be motivated to
diligently learn English. Students have also been helped by full support from teachers in achieving
basic competencies in the learning process. However, there are times when students have difficulty
understanding the material being taught due to students' low initial abilities and interest in practicing
English speaking and literacy.
The results of observations in learning process from students

From the results of observations, the learning process carried out by students, the learning process in
the Preliminary activities, Core Activities and Closing Activities is in accordance with the designed
module. However, the use of IT as a means of supporting the teaching and learning process is still
minimal and limited for students.
The main problem that will be followed up

The main problem that will be followed up is the difficulty of students in understanding English
learning material which is explained by the teacher as a result of low initial ability or mastery of
prerequisite vocabulary in each learning material which is caused by a lack of interest in practicing
speaking and literacy and the students' lack of willingness to work on practice questions for
consolidate the learning material that has been studied.
Follow-up plans to be implemented

Improving students' abilities in learning Congruence and Agreeableness by giving assignments
individually, in groups or in limited group re-learning in class VII.5 of SMP Negeri 22, South Tangerang
city. as following:

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Teacher’s name : Damianus. S.

School’s name : SMPN 22 South Tangerang City

PPG Participant Number : 201500930208

Participants's number of PPG :201500930208

Full name : Damianus, S. Pd

Identification Number : 2551754655200002

PPG Field of Study : 157 English Subject

Place and date of birth : Ujung Pandang, 19 02 1976

a. Name : Junior High School 22 South Tangerang City

b. Subdistrict : North Serpong

c. Regency/City : South Tangerang City

Principal Number (NPSN) : 69953397

1. Dr. Ma’mun Murod Al-Barbasy, M.Si., as rector of UMJ

South Tangerang City, February 5th 2024

1.2 Author's Purpose

Location SMPN 22 South Tangerang City, Banten

Friday, January 19th, 2024

A. Conditions that became the background to the problem

C. What were your roles and responsibilities in this practice?

A. What were the challenges to achieve this goal?

B. Who was involved?

What steps are taken to

B. What strategy was used?

1. Teacher implemented Problem Based Learning model because it places

1. It is a learning tool in which a circle is divided into several sectors. There

2. PowerPoint Based Spin and Speak Wheel Media is innovative learning

3. Teachers also used othe r technological/innovative media in learning, such as

4. Teacher made student worksheets and assessments "(assessment as learning,

1. What is presented by the vidio?

II. Core Activity

5. The teacher asks other students to pay attention to the example

3. Students and teachers convey the benefits of learning study habits.

1. Teacher: Teaching in class

E. The resources I needed to implement this strategy were:

1. Knowledge of learning models Problem Based Learning (PBL) and Problem

4. Teacher asks students to analyze speaking errors 5. presenting material

Grup Discussion monitoring

Presentation Presentation Presentation

awards and praise Convey the next material

Closing the meeting by praying with the students

1. GENERAL INFORMATION ON TEACHING TOOLS

3. Communicate (C5) a simple description of a person's study habits in paragraph

4. PANCASILA STUDENTS PROFILE

2. Mutual Cooperation Carry out good cooperation in collaborative assignments

3. Creative Carry out good cooperation in collaborative assignments

5. LEARNING RESOURCES AND MEDIA

Tools Laptop, HP, LCD,Proyektor,speaker,

 Cognitive: Students' knowledge

10. MEANINGFUL UNDERSTANDING

11. TRIGER QUESTIONS

4. What is presented by the vidio?

6. The teacher asks about material that has

7. First, the teacher divides students into 5 1. Students gather in their 5

7. Students and teachers convey the benefits of learning study habits.

1. AsapSCIENCE, The 9 BEST Scientific Study Tips

Bentuk Soal Level

Pilih aktivitas yang

Scheduling your study

2. Choose the activity based on the picture!