Nama Dina Silfiatus Sa’diyah, S.

Pd Jenjang/Kelas X
Asal Sekolah SMAN 1 Jenggawa Mata Pelajaran Bahasa Inggris
Alokasi Waktu 8 x 45 menit ( 4 pertemuan) Jumlah Peserta 33
didik
Profil  beriman, bertakwa kepada Tuhan Elemen/Domain  Berbicara-
Pelajar YME, dan berakhlak mulia Menyimak
Pancasila  bernalar kritis  Membaca-
 kreatif Memirsa
 Mandiri  Menulis-
 Kreatif Mempresentasi
 Bergotong royong kan
Menyimak-Berbicara Pendekatan Genre Based
Capaian Pada akhir fase E, peserta didik menggunakan Pembelajaran Approach
Pembelajaran bahasa Inggris untuk berkomunikasi dengan guru,
teman sebaya dan orang lain dalam berbagai Model Pembelajaran -PBL (pertemuan
macam situasi dan tujuan. Mereka menggunakan ke-2)
dan merespon pertanyaan dan menggunakan -PJBL (pertemuan
strategi untuk memulai dan mempertahankan ke-3 & 4)
percakapan dan diskusi. Mereka memahami dan Fase E
mengidentifikasi ide utama dan detail relevan dari
diskusi atau presentasi mengenai topik yang dekat
dengan kehidupan pemuda. Mereka menggunakan
bahasa Inggris untuk menyampaikan opini
terhadap isu yang dekat dengan kehidupan
pemuda dan untuk membahas minat. Mereka
memberikan pendapat dan membuat
perbandingan. Mereka menggunakan elemen non
verbal seperti bahasa tubuh, kecepatan bicara, dan
nada suara untuk dapat dipahami dalam sebagian
konteks.

Membaca-Memirsa
Pada akhir fase E, peserta didik membaca dan
merespon berbagai macam teks seperti narasi,
deskripsi, recount, eksposisi, recount, dan report.
Mereka membaca untuk mempelajari sesuatu atau
untuk mendapatkan informasi. Mereka mencari
dan mengevaluasi detil spesifik dan inti dari
berbagai macam jenis teks. Teks ini dapat
berbentuk cetak atau digital, termasuk diantaranya
teks visual, multimodal atau interaktif.
Pemahaman mereka terhadap ide pokok, isu-isu
atau pengembangan plot dalam berbagai macam
teks mulai berkembang. Mereka mengidentifikasi
tujuan penulis dan mengembangkan
keterampilannya untuk melakukan inferensi
sederhana dalam memahami informasi tersira
 dalam teks.

Menulis-Mempresentasikan
Pada akhir fase E, peserta didik menulis berbagai
jenis teks fiksi dan non-fiksi, melalui aktivitas
yang dipandu, menunjukkan kesadaran peserta
didik terhadap tujuan dan target pembaca. Mereka
membuat perencanaan, menulis, mengulas dan
menulis ulang berbagai jenis tipe teks dengan
menunjukkan strategi koreksi diri, termasuk tanda
baca dan huruf besar. Mereka menyampaikan ide
menggunakan kosa kata dan kata kerja umum
dalam tulisannya. Mereka menyajikan informasi
menggunakan berbagai mode presentasi untuk
menyesuaikan dengan pembaca/pemirsa dan
untuk mencapai tujuan yang berbeda-beda,
dalam bentuk cetak dan digital.

2. Tujuan Pembelajaran A. Tujuan Pembelajaran yang akan dicapai:

Pertemuan ke-1
 Peserta didik dapat melengkapi kata pada teks recount yang rumpang
dengan benar.

Pertemuan ke-2
 Peserta didik dapat menemukan informasi terperinci pada video teks
recount dengan benar.
 Peserta didik dapat menganalisis struktur teks,tujuan, unsur kebahasaan
dll.
 Peserta didik dapat mengidentifikasi informasi terperinci teks recount
dengan benar.

Pertemuan ke-3
 Peserta didik mampu membuat teks recount berkelompok.
 Peserta didik mampu membuat teks recount secara individu
menggunakan media canva.

Pertemuan ke-4
 Peserta didik mampu mempresentasikan teks recount secara individu
dengan benar.
3. Kata Kunci KATA KUNCI :

 Experiences
 Biography
 Orientation
 Events
 Reorientation
4. Sarana Prasarana A. Fasilitas yang dibutuhkan
Media/alat : Laptop/komputer, LCD, Video, Audio, HP,
Jaringan Internet dan Loud Speaker.
5. Asesmen  Asesmen individu
 Asesmen kelompok
 Keduanya Jenis
asesmen:
 Diagnostik
 Formatif
 Performa (monolog cara membuat/mengoperasikan sesuatu)
 Tertulis (tes objektif, esai)
6. Kegiatan Pembelajaran Pengaturan Peserta didik:
Utama  Individu
 Berkelompok
Metode:
 Diskusi
 Presentasi

7. Materi ajar, alat dan Materi Pembelajaran:

bahan
RECOUNT TEXT

Recount Text adalah salah satu jenis teks yang berisi cerita pengalaman kita d
masa lampau. Tujuan Recount Text biasanya untuk menceritakan kembali dan
memberikan informasi serta menghibur pembaca. Unsur – unsur kebahasaan yan
perlu diperhatikan yaitu Karena cerita yang dituliskan adalah hal yang terjadi di
masa lampau, tenses (bentuk waktu) yang kita gunakan adalah Simple Past Tens
Selain itu, terdapat pula penggunaan adverbial phrase atau bisa kita sebut sebaga
‘keterangan tempat dan waktu.
Struktur teks dalam membuat kerangka atau runtutan dalam menyusun sebuah te
terdapat 3 struktur pada Recount Text yaitu :
1) Orientation yaitu Di bagian awal, kita perlu menuliskan tokoh atau karakter,
lokasi, dan juga waktu terjadinya. Di bagian ini, kita memperkenalkan dan
memberikan informasi pada pembaca agar memahami keseluruhan cerita yang k
tulis.,
2) Events yaitu menceritakan sesuatu yang terjadi di masa lampau
sesuai rangkaian kejadian/peristiwa. Untuk menandakan rangkaian peristiwa, kit
bisa menggunakan on the first day, when, on the next day, on our last day, in
Sunday morning, dan sebagainya., dan
3) Re-orientation yaitu kesimpulan atau ending-nya dari pengalaman yang
diceritakan. Kita juga bisa menambahkan kesan akan cerita yang dituliskan,
misalnya apakah itu pengalaman yang menyenangkan atau tidak.

Language Features Recount Text

Past tense
Karena kita menceritakan kejadian di masa lampau, kita menggunakan tata baha
past tense di dalam recount text.

Time connective
Time connective adalah kata-kata yang berfungsi sebagai penghubung waktu un
mengurutkan kejadian misalnya after, before, at first, then, after that, dll.
 Adverbs
Adverbs adalah kata keterangan untuk menunjukkan waktu, tempat, atau cara
misalnya yesterday, three months ago, last year, at home, slowly, carefully, dan
lain-lain.

My Last Holiday

Last month, I went to Pari island with my big family. That was my second time
travel there. I did not remember my first time because I was still three years old.

Our boat departed from Muara Angke port to the island at 7.00 a.m. We arrived
Pari island in approximately two hours. After that, we went to our guest house th
we booked two months ago. When we got there, almost all family members wer
busy unpacking. I just sat in front of the guest house and did nothing. Then I
realized that it was still 10 a.m. So, I went out to rent a bicycle. My brother did n
want to join me because he went to sleep. He said that it was too shiny to do
snorkeling.

We finally had lunch at 1 p.m. I was so hungry after cycling for an hour, and did
have any snacks. After lunch, my brother said that he wanted to go snorkeling. B
my parents said it was too hot. Well, it was 2 p.m. So, they were right. It was sti
hot outside.

But my brother insisted on doing it. He then asked me and our cousin Irwan to jo
him to do the thing he really wanted to do by the time we arrived there. It was
snorkeling. Irwan agreed and pushed me to join.

I did not know why I agreed to join them. When we went snorkeling, the fisherm
who became our guide brought us to the beach far enough from our guest house.
We went snorkeling there. The water was very clear. We could see groups of tin
fishes and beautiful coral under the sea. After snorkeling cheerfully for
approximately three hours, we returned to our guest house.

When we were home, I realized that my back was so itchy. At first, I did unders
why. After my mother found out, she started to nag at me. It was sunburnt. I did
enjoy the rest of the other days staying there.

In summary, my second trip to Pari island was not really better than my first. I
would like to visit this place again together with my family in another chance. B
would not do snorkeling at 2 a.m. for three hours anymore.
8. Kegiatan Pertemuan ke-1
Pembelajaran
Kegiatan Awal

 Guru dan peserta didik berdoa bersama sebelum memulai pembelajaran.

 Guru memeriksa kehadiran peserta didik.
 Guru memberitahukan tujuan pembelajaran pada peserta didik.
 Guru memberi asesmen diagnostik
Peserta didik dan guru berdiskusi melalui pertanyaan pemantik:

o Apakah kamu suka belajar dalam kodisi ramai atau sunyi?

 o Apakah kamu suka belajar dengan mendengar musik?
o Dalam proses pembelajaran, apakah kamu sering
menggunakan banyak sumber atau cukup satu sumber
belajar?
o Mana yang paling menarik, belajar dengan buku teks,
audio, atau audio visual?
o Apakah kamu suka belajar secara mandiri atau dalam
kelompok, Mengapa?

Kegiatan Inti

BKOF (Building Knowledge of The Fields)

 Guru menstimulus peserta didik dengan beberapa pertanyaan

berikut :

 Have you ever seen this person?

 Who is he?
 Where is he come from?
 What’s his occupation?
 Before become a pressident, what’s his occupation?
 Guru memberikan pertanyaan yang mengarah pada nama teks dan struktu
teks.
 Anyone know the name of the text?
 Do you know the stucture of the text?
 Guru memperdengarkan definisi, tujuan, strukur dan pengunaan bahasa
dari teks recount.
Link : https://www.youtube.com/watch?v=hgOaxgBQUi0

MOT (Modelling of Text)

 Guru memberikan LKPD Listening 1 kepada peserta didik secara
mandiri.
 Peserta didik mengerjakan LKPD 1 sambil diperdengarkan audio
 listening.
Link : https://www.youtube.com/watch?v=IbGIJLCU5fI
 Guru membahas jawaban bersama peserta didik dan memberikan
penilaian.

Kegiatan Penutup

Refleksi :
 Peserta didik dan guru melakukan refleksi pembelajaran.
 Peserta didik dapat melakukan/memberikan penilaian baik dalam
bentuk narasi/gambar/emotikon tertentu untuk menunjukkan
pemahaman tentang topik hari ini.
 Peserta didik dapat menuliskan pertanyaan yang ingin diketahui
lebihlanjut dalam kolom komentar.
 Peserta didik mengkomunikasikan kendala yang dihadapi selama
mengerjakan.
 Peserta didik menerima apresiasidan motivasi dari guru.

 Guru menyampaikan rencana pembelajaran berikutnya.

 Guru menutup pembelajaran dengan berdoa bersama.

Pertemuan Ke-2

Kegiatan Awal

 Guru dan peserta didik berdoa bersama sebelum memulai pembelajaran.

 Guru memeriksa kehadiran peserta didik.
 Guru mereview materi yang dibahas minggu lalu.
 Guru memberitahukan tujuan pembelajaran pada peserta didik.

Kegiatan Inti

MOT (Modelling of Text)

 Guru memberikan LKPD 2 kepada peserta didik.

 Guru meminta peserta didik untuk mengerjakan LKPD 2 sambil menonto
video yang ditampilkan.
Link : https://www.youtube.com/watch?v=sUjseqf8tn0
 Guru dan peserta didik membahas bersama jawaban yang benar dari
LKPD 2.
 Guru menampilkan video mengenai teks recount (definisi, struktur, tujuan
penggunaan bahasa, contoh dll).
 Link : https://www.youtube.com/watch?v=sUjseqf8tn0

Problem Based Learning (PBL)

Orientasi Masalah
 Guru meminta peserta didik untuk membentuk kelompok (3-4 orang).
 Guru memberikan LKPD 3 dengan menginstruksikan mengerjakan
bersama-sama dan bertanya jika ada yang tidak dipahami.

Mengorganisasi peserta didik untuk belajar

 Guru meminta peserta didik untuk menganaslisis dan menjawab soal teks
recount secara berkelompok.

Membimbing penyelidikan
 Guru mendatangi kelompok yang memiliki kesulitan atau kebingungan
dalam menyelesaikan soal yang telah diberikan.

Mengembangkan dan menyajikan hasil karya

 Guru meminta peserta didik perkelompok untuk menyampaikan jawaban
jawaban soal yang telah didiskusikan sebelumnya secara bergantian.

Menganalisis dan mengevaluasi proses pemecahan masalah

 Guru menginstruksikan kepada peserta didik untuk memberikan komentar
berupa saran atau kritik terhadap kelompok yang sedang menyampaikan
hasil diskusinya.

Kegiatan Penutup

Refleksi :
 Peserta didik dan guru melakukan refleksi pembelajaran.
 Peserta didik dapat melakukan/memberikan penilaian baik dalam
bentuk narasi/gambar/emotikon tertentu untuk menunjukkan
pemahaman tentang topik hari ini.
 Peserta didik dapat menuliskan pertanyaan yang ingin diketahui
lebihlanjut dalam kolom komentar.
 Peserta didik mengkomunikasikan kendala yang dihadapi selama
mengerjakan
 Peserta didik menerima apresiasidan motivasi dari guru.

 Guru menyampaikan rencana pembelajaran berikutnya.

 Guru menutup pembelajaran dengan berdoa bersama.

Pertemuan ke-3
Kegiatan Awal

 Guru dan peserta didik berdoa bersama sebelum memulai pembelajaran.

 Guru memeriksa kehadiran peserta didik.
 Guru mereview materi yang dibahas minggu lalu.
 Guru memberitahukan tujuan pembelajaran.

Kegiatan Inti

JOT (Joint Construction)

 Guru meminta peserta didik untuk membentuk kelompok (2-3 orang).
 Guru menginstruksikan peserta didik untuk duduk dengan kelompoknya.

Menentukan pertanyaan mendasar

 Guru memberikan pertanyaan mendasar berupa :
 How to make recount text individually?
 How to make recount text with group?

Menyusun perencanaan
 Guru memberi informasi bahwa kegiatan pembelajaran adalah membuat
teks recount berkelompok dan kemudian membacakannya di depan teman
teman mereka.
 Guru menjelaskan bahwa dalam pembuatan teks recount langkah-langkah
yang diperlukan adalah :
 Judul
 membuat orientasi
 membuat events
 membuat reorientations

Membuat jadwal aktivitas

 Guru memberikan manajemen waktu dalam pengerjaan tugas kelompok
sebagai berikut :
 Menentukan topik yang akan diambil : 2 menit
 Menulis judul : 1 menit
 Menulis orientasi : 2 menit
 Menulis events : 4 menit
 Menulis reorientations : 1 menit
 Guru memberikan waktu perkelompok untuk membacakan hasil karya
teks yang telah dibuat selama 2 menit.

Melakukan monitor pada perkembangan kinerja

 Guru aktif berkeliling di dalam kelas untuk mengetahui proses pembuatan
 teks recount per kelompok.

Menguji hasil kinerja

 Guru memberikan penilaian menggunakan rubrik writing kepada
kelompok yang sedang membacakan hasil karya teks recountnya.

IC (Independent Construction of Text)

 Guru menjelaskan bahwa pembelajaran dilanjutkan dengan membuat teks
recount secara individu menggunakan media canva.
 Guru memberikan kebebasan kepada peserta didik untuk memilih topik
sesuai dengan minat dan kreativitas peserta didik.
 Guru memberikan manajemen waktu dalam pengerjaan teks recount
individu sebagai berikut :
 Menentukan topik yang akan diambil : 2 menit
 Menulis judul : 1 menit
 Menulis orientasi : 3 menit
 Menulis events : 5 menit
 Menulis reorintation : 2 menit
 Guru menginformasikan bahwa presentasi dari pembuatan tugas teks
recount individidu adalah di pembelajaran berikutnya.
 Guru mengirimkan contoh teks recount menggunakan media canva di
whatsapp grup.

Kegiatan Penutup

Refleksi :
 Peserta didik dan guru melakukan refleksi pembelajaran.
 Peserta didik dapat melakukan/memberikan penilaian baik dalam
bentuk narasi/gambar/emotikon tertentu untuk menunjukkan
pemahaman tentang topik hari ini.
 Peserta didik dapat menuliskan pertanyaan yang ingin diketahui
lebihlanjut dalam kolom komentar.
 Peserta didik mengkomunikasikan kendala yang dihadapi selama
mengerjakan
 Peserta didik menerima apresiasidan motivasi dari guru.

 Guru menyampaikan rencana pembelajaran berikutnya.

 Guru menutup pembelajaran dengan berdoa bersama.

Pertemuan ke-4

Kegiatan Awal
  Guru dan peserta didik berdoa bersama sebelum memulai pembelajaran.
 Guru memeriksa kehadiran peserta didik.
 Guru mereview materi yang dibahas minggu lalu.
 Guru memberitahukan tujuan pembelajaran.

Kegiatan Inti

IC (Independent Construction)
 Guru meminta peserta didik untuk mempresentasikan hasil karya teks
recount individunya di depan teman-teman mereka.
 Guru memberikan penilaian berdasarkan rubrik speaking.

Mengevaluasi Pengalaman
 Guru meminta peserta didik untuk menyampaikan pengalaman tentang
menulis dan mempresentasikan teks recount individu.
 Guru memberi apresiasi dan saran untuk perbaikan.

Kegiatan Penutup

Refleksi :
 Peserta didik dan guru melakukan refleksi pembelajaran.
 Peserta didik dapat melakukan/memberikan penilaian baik dalam
bentuk narasi/gambar/emotikon tertentu untuk menunjukkan
pemahaman tentang topik hari ini.
 Peserta didik dapat menuliskan pertanyaan yang ingin diketahui
lebihlanjut dalam kolom komentar.
 Peserta didik mengkomunikasikan kendala yang dihadapi selama
mengerjakan
 Peserta didik menerima apresiasidan motivasi dari guru.

 Guru menyampaikan rencana pembelajaran berikutnya.

Guru menutup pembelajaran dengan berdoa bersama.

9. Referensi Modul Bahasa inggris untuk SMA, Forward an English

course for Vocational School, Erlangga,

10. Lembar  Lembar Observasi

Kegiatan terkait kerjasama,
kemandirian, dan
kreativitas.
 Soal-soal Latihan Pertemuan 1
 Lembar asesmen diagnostik
 Lembar asesmen
teks recount
 11. Refleksi 1. What have you learned today?
Peserta didik 2. Did you find difficulties in learning process?
3. What were some difficulties you faced?
4. How did you feel when work individually or collaboratively?
5. Did you feel ease to adapt with the materials and your colleagues

12. Refleksi 1. Apakah kegiatan belajar berhasil?

Guru 2. Apakah ada kendala pada kegiatan pembelajaran?
3. Apakah semua Peserta didik aktif dalam kegiatan pembelajaran?
4. Apa saja kesulitan Peserta didik yang dapat diidentifikasi pada
kegiatan pembelajaran?
5. Apakah Peserta didik yang memiliki kesulitan ketika berkegiatan
dapat teratasi dengan baik?
6. Apa level pencapaian rata-rata Peserta didik dalam kegiatan
pembelajaran ini?
7. Apakah seluruh Peserta didik dapat dianggap tuntas dalam
pelaksanaan pembelajaran?
8. Apa strategi agar seluruh Peserta didik dapat menuntaskan
kompetensi?
13. Kriteria untuk  Penilaian Sikap: Observasi saat pembelajaran tentang kerjasama,
mengukur kemandirian, dan kraetivitas.
ketercapaian Tujuan  Penilaian Pengetahuan : Penugasan berupa aktivitas-aktivitas
Pembelajaran dan pemahaman konsep tentang teks recount.
asesmen  Penilaian Keterampilan : Produk hasil berupa monolog tentang
(asesmen membuat/mengoperasikan sesuatu.
formatif)

LKPD

LKPD 1

Listening Section

Listen carefully and fill the blanks page on the tags !

 After Party

Last week jason..(1) to a big party at his friend house. The party...(2) at 1.am and he
got home at 1.30. After he got home he watched Tv and....(3) on the sofa. Suddenly he
fell off the sofa and he ....(4). It was 9 in the morning! He....(5) to the kitchen and had
a cup of tea. He....(6) breakfast. At 9:15 he....(7) he his bicycle out of to garage.
Oh no! It ....(8) broken. He.....(9) his bicycle and ran to school. He got to school at
9.50 but the school was very quiet.
He was really worried because nobody at school , he .....(10) to go back home.
His parents ....(11) still in bed when he ....(12)
Then he....(13) the calender and he ...(14).
He ...(15) that it was sunday.

LINK : https://www.youtube.com/watch?v=IbGIJLCU5fI

LKPD 2

A. Watch the video carefully by clicking the link, and then answer the
questions based on it !

Read the following text to answer questions number 1 to 3.

 A Trip to the Zoo

Yesterday my family and I went to the zoo to see the elephant. When we got to
the zoo, we went to the shop to buy some food to give to the animals.
After getting the food, we went to the nocturnal house where we saw birds and
reptiles which only come out at night.
Before having lunch, we went for a ride on the elephant. It was a thrill to ride
it. Dad fell off when he let go of the rope, but he was ok.
During lunch, we fed some birds in the park. In the afternoon we saw the
animals being fed. When we returned home we were very tired but happy. It
was because we had so many fun activities at many places at the zoo.

1. What happened to the writer's dad when he rode an elephant?

A. He felt a thrill
B. He felt fun
C. He fell off
D. He failed
2. Why did the writer and his family feel very tired after having a trip to the
zoo?
A. They had to visit many places in the zoo.
B. They took a long time to reach the zoo area.
C. They had to feed a lot of animals in the zoo.
D. They had no time to take a rest in the zoo.

3. ... our family felt tired after visiting the zoo, but we were still happy.
A. Since
B. Because
C. Although
D. Nevertheless

Read the following text to answer questions number 4 to 7.

Last weekend, I visited my pen pal's house. His Name is Anto. There were
many activities I did there. Ithe morning, Anto and I had breakfast. We had
traditional food. I liked it very much.
After breakfast, he took me to the garden behind his house. The garden was
very big and beautiful. There is a big birdcage in the garden. There were many
kinds of birds in that cage. I spent a long time feeding the birds. I also took
pictures of those beautiful birds.
After visiting the bird cage, Anto and I went to the flower garden not far from
his house. We rested, had lunch under a big tree, and watched butterflies flying
 above colorful flowers. In the afternoon, we swam in the pool in the backyard.
It was so much fun. I really enjoyed my time with Anto.

4. The text above tells us about ...

A. A holiday at a friend's place.
B. A picture of a bird.
C. A big birdcage.
D. A big garden.

5. What is the last paragraph about?

A. Anto had butterflies as his pet.
B. The writer's friend is a good swimmer.
C. There are a lot of flowers in Anto's house.
D. The writer had a good time with his friend.

6. Where did the writer spend his afternoon?

A. Under a tree.
B. Inside a big bird cage.
C. In the flower garden.
D. In the swimming pool.

7. From the text, we know that the writer ...

A. Had gone and visited many places during his holiday.

B. Lived in the same village with his pen pal, Anto.
C. Liked butterflies and swimming very much.
D. Spent his holiday at a friend's house.

LINK : https://www.youtube.com/watch?v=sUjseqf8tn0

LKPD 3

Instruction :

I. Read the following the text, then identify the social function, generic
structure and language features in the table provided !

My First Experience to Ride Motorcycle

 One day, when I was ten years old, my father bought an old motorcycle. That
was " Absolut Revo". I think it was small light object and easy to ride it. I
persuaded my father to teach me to ride " Absolut Revo ". Firstly, my father
refused my request and promised that he would teach me two or three years
later, but I still whimpered. Finally, my father surrendered and promised to
teach me.

He began to teach me riding the motorcycle around a field in my village. My

father was very patient to give me some directions. I was feel so happy when I
realized my ability to ride a motorcycle. " Yes, I can ".

One day later, when I was alone at home, I intended to try my riding ability.
So, myself tried bravely. All ran fluently in the beginning, but when I was
going back to my home and I passed through a narrow slippery street, I got
nervous. I lost my control and I fell to the ditch.

After that, I told my father about the last accident. I imagined my father would
be angry and never let me ride again. But the reality is exactly on the contrary,
my father was very proud of me. He just gave me some advices and since that
accident, I got my father's permission to ride motorcycle.

The task :
Analyze the purpose, generic structure, characteristic, language feature,
and kind of verb of the text !

II. (Work in group) Instructions:

BJ Habibie

BJ Habibie Bacharuddin Jusuf Habibie called BJ. Habibie was born on twenty five
Gregorian calendar months 1936.
He was the Third President of the Republic of the Republic of Indonesia (1998–
1999).
 Habibie was born in Parepare, South Sulawesi Province to Alwi Abdul Jalil
Habibie and R.A. Tuti Giambattista Marino Poespowardojo.
His father was a grower from Gorontalo of Bugis descent and his mother was a
Javanese peeress from Yogyakarta. His elders met while learning in Bogor.
Once he was fourteen years old, Habibie’s father died. Following his father’s
death, Habibie continued his studies in the national capital then in 1955 moved to
Germany.
In 1962, Habibie came to the Republic of Indonesia for 3 months on leave.
Throughout this point, he was reacquainted with Hasri Ainun, the girl of R.
Mohamad Besari.
The 2 married in 1962, returning to Germany shortly later.
Habibie and his mate settled in Aken for a brief amount before moving to
Oberforstbach.
In 1963 they had their 1st son, Ilham Akbar Habibie, and later another son, Thareq
Kemal Habibie.

Now answer the questions !

1. Where was bj habibie born?
2. What happened to BJ Habibie when he was fourteen years old?
3. When did BJ Habibie get married?
4. Who is the first son of BJ Habibie?
5. “In 1963 that they had their 1st son, Ilham Akbar Habibie, and later another son,
Thareq Kemal Habibie.” (paragraph 2) The word “they” supported the text on top of
refers to…

LKPD 4
Peserta didik membuat teks recount (personal experiences) berkelompok.

LKPD 5
Peserta didik membuat teks recount (personal experiences) individu menggunakan
media canva.

ANSWER KEY

LKPD 1

Listening Section
 Listen carefully and fill the blanks page on the tags !

1) Went 9) left

2) ended 10) decided

3) slept 11) were

4) woke up 12) arrived

5) went 13) checked

6) had 14) giggled

7) took 15) forgot

8) was

LKPD 2

1. A
2. A
3. A
4. C
5. D
6. D
7. C

LKPD 3

I. Analysis :
1. The purpose from the text is to retell about my first experience to ride
motorcycle.

2. Generic Structure :
o Orientation :
a.) One day, when I was ten years old, my father bought an old motorcycle.
b.) That was " Absolut Revo".
c.) I think it was small light object and easy to ride it.

o Events in time order

a.) When I was ten years old.
b.) My father bought me motorcycle.
c.) I persuaded my father to teach me to ride " Absolut Revo ".
 d.) My father refused my request and promised that he would teach me two or three
years later, but I still whimpered.
e.) my father surrendered and promised to teach me.
f.) He began to teach me riding the motorcycle around a field in my village.
g.) I was alone at home, I intended to try my riding ability.
h.) when I was going back to my home and I passed through a narrow slippery street, I
got nervous.
i.) I lost my control and I fell to the ditch.

o Ending
Personal Comment : After that, I told my father about the last accident. I imagined my
father would be angry and never let me ride again. But the reality is exactly on the
contrary, my father was very proud of me. He just gave me some advices and since
that accident, I got my father's permission to ride motorcycle.

3. Characteristic
o Who : Me and my father.
o When : When I was 10 years, One day.
o Where : At home, Around a field in my village.
o Why: My father bought motorcycle and promised to teach me riding.
o Focus on individual : Me and my father.
o Adverb of time : When I was 10 years, One day.
o Adverb of place : At home, Around a field in my village.
o Adverb of conditional : Firstly, Finally, So, Since that.

4. Language Future
o Using chronological connection : Firstly, Finally, So, Since that.
o Using Simple Past Tense : Bought, Persuaded, Refused, Promised,
Whimpered, Surrendered, Began, Realized, Intended, Tried, Passed, Fell, Told,
Imagined, Gave.

5. Kind Of verb
1. Action Verb : Persuaded, Teach, Refused, Promised, Surrended, Ride,
Tried, Imagined.
2. Saying Verb : Told.
3. Linking Verb : Was, It.
4. Thinking Verb : Think.
5. Mental Verb : Feel.

II.

1. BJ Habibie was born in Parepare

2. His father died
3. He got married in 1962
4. Ilham Akbar Habibie
5. BJ Habibie and his wife
LKPD 4
 A Trip to Borobudur Temple

Three years ago, I and my classmates visited Borobudur Temple. We went to Borobudur
temple by bus. We left our school at nine o’clock. It took us 24 hours to arrive there. I
arrived there nine o’clock the next day. Along the road, we saw many vehicles, unique
houses, prominent buildings, and some other tourists.

After we arrived at the Borobudur temple, one of my teachers went to buy tickets. After we
waited him for a moment we entered into Borobudur temple area. Then we went up to the
top of the temple. Borobudur temple was built at Budur Village, Magelang, Jawa Tengah by
Syailendra Dynasty. Borobudur Temple is the biggest temple in the world. It has 504 statues
and 1.400 reliefs. From the top of the temple we can see such beautiful scenery. I and my
friends went around the temple together. Finally, after having some visits, we should go to
the hotel to stay and continue our study tour the next day.

We felt tired that day but we felt so happy to visit Borobudur temple which is well-known
as one of the greatest legacies Indonesia has ever had. I hope the temple can be loved by all
of the visitors and the government.

LKPD 5
Rubrik Penilaian
  Rubrik Listening

jawaban benar
Penilaian= X 10
jumlah soal
 Rubrik Reading

jawaban benar
Penilaian= X 100
jumlah soal

 Rubrik Writing

 Rubrik Speaking
Rubric 4 3 2 1
Accuracy The errors present in The speech is still The errors present in The serious errors
speech are so minor understood although it speech would present in speech make
so that the message consists of many frequently create the messages difficult
would be errors. confusion. to understand.
easily
Comprehended
Fluency Speech is natural and Speech is generally Some definite Long pauses,
continuous. Any natural and continuous. stumbling, but utterances left
pauses correspond to Occasional slight manages to re- unfinished, or no
those which might stumbling’s or pauses phrase and response
have been made in at un- natural points in continue
native language the utterance
(original text reads
"made by a native
speaker")
Gestures Consistently Succifienctly Limited poise with No poise and
poised with poised with limited use of inappropriate
appropriate appropriate appropriate movement
gestures gestures gestures
 ASESMEN FOR LEARNING

 ASESMEN DIAGNOSTIK

 Asesmen Diagnostik Kognitif

Read the text and answer the questions that follow by choosing correct option !

The Following text is for no 1 to 3

My favourite sport is marathon running. There is a small town in Greece called Marathon, and the
race is called marathon because of a Greek legend. A Greek messenger ran all the way from the
battlefield of Marathon to Athens to announce victory. He did it without stopping, but died on arrival!
Now there are about 500 marathon races worldwide. I ran in my first marathon in 2011, an it was
fantastic. I trained for four months for the race. Sometimes it was hard, but usually I enjoyed it. There
were five thousand runners in my race, and I was one of the last ones to arrive – it took me seven
hours and twelve minutes! But that isn’t important. I enjoyed it and felt proud that I finished the
42.195 kilometres. Yes, that’s how far we ran. Now I’m training for my next marathon. If I’m fit
enough, I’ll take part in the London Marathon next year.

1. The text tells us about…………………….

A. the background to the marathon race and the writer’s own experience.
B.the history of the marathon race and the kind of people who run in it today.
C.the background to the Battle of Marathon and the reasons for victory.
D.details of the writer’s training plan for the London Marathon next year.
E. details of my training plan for the London Marathon next year.

2. How did the writer feel about the race?

A. Disappointed because he was one of the last ones to arrive.
B.Angry because he thought he should have trained harder.
C. Unhappy because it took so long.
D.Pleased that he had managed to complete it.
E. dissatisfied because he couldn’t complete it

3. … and felt proud that I finished the 42.195 kilometres.’ What is the opposite of the underline word?
A. pleased
B. ashamed
C. sad
D.superior
E. happy

4. Arrange the sentences into a good paragraph

1) As we were leaving the house, Toby saw a cat.
2) I got up early and looked out of the window.
3) He pulled me outside and the door slammed behind me in the wind.
4) He began to bark and pull on the lead.
5) I took a shower and got dressed.
6) It was a lovely day so I decided take my dog, Toby, to the park.
7) Unfortunately, my keys were inside.
8) Then I put Toby on the lead and got ready to leave the house.
The best arrangements for the sentences above is …
A. 2 – 5 – 6 – 8 – 7 – 1 – 4 – 3
B. 2 – 6 – 5 – 8 – 1 – 4 – 3 – 7
C. 5 – 1 – 8 – 4 – 3 – 2 – 7 – 6
D. 1 – 3 – 5 – 7 – 2 – 4 – 6 – 8
E. E, 3 – 1 – 5 – 7 – 2 – 4 – 6 – 8

The following text is for questions no. 5 to 7

Ichiro Suzuki is a famous and successful Japanese baseball player. He was born in Toyoyama, Japan
in 1973. From the age of seven he practised for several hours a day, trained by his father. By the age
of 12, Ichiro knew he wanted to be a professional baseball player. Although some teams were put off
because he was so small, he turned professional at the age of 18. In 1992 Ichiro played in a Kobe’s
Orix Blue Wave, but for a long time he couldn’t get into the first team. The manager didn’t like
his style. In 1994, a new manager came and promoted Ichiro. By the end of the year he was famous.
Japan’s media called him the ‘human batting machine’. In 2000 Ichiro signed a three-year contract
with the Seattle Mariners. He was the first Japanese position player ever to play
in America. He immediately started breaking records and making history. He still plays for the
Mariners.

5. The text is a…
A. sports report.
B. description of a baseball match.
C. portrait of a baseball player.
D.history of Japanese baseball.
E. Ichiro’s letter.

6. The text tells us that some teams did not want Ichiro because of his …
A. size.
B. nationality.
C. age.
D.style.
E. selfishness.

7. The text tells us that Ichiro…

A. became a professional baseball player when he was 12.
B. is unknown outside Japan.
C. is still trained by his father.
D. has been playing for the Seattle Mariners since 2000.
E. was a manager of the baseball player.

8. To ensure that they would win the battle, the foreign army … sent to the battle ground, some of
which include weaponry and logistical support.
A. be
B. is
C. was
D. were
E. has been

9. The defeat in the Battle of Surabaya … the militia movement only for a while. The heroic spirit had
spread out and inflamed others to continue fighting for the country’s independence.
A. hampered
B. rallied
C. angered
D. refused
E. advanced

10.Sukarno had … wanted the declaration to be read at Ikada Plain, the large open field in the centre
of Jakarta, but due to unfounded widespread apprehension over the possibility of Japanese sabotage,
the venue was changed to Sukarno's house at Pegangsaan Timur 56.
A. secondly
B. finally
C. lastly
D. initially
E. eventually

 LKPD 1, 2, 3, 4, dan 5
  Asesmen Diagnostik Non-Kognitif

ASESMEN DIAGNOSTIK
NON KOGNITIF (GAYA BELAJAR PESERTA DIDIK)

A. Petunjuk Pengerjaan
1. Baca dengan seksama uraian kuisioner dibawah ini
2. Pilih salah satu jawaban a / b/ c sesuai dengan kecenderungan anda

B. Naskah Soal

KUISIONER
Nama Peserta Didik :…
NIS :…
Program Keahlian :…
Kelas :…

PILIHAN
KUISIONER
JAWABAN
1. Ketika berbicara, kecenderungan gaya bicara saya...
A. Cepat
B. Berirama
C. Lambat
2. Saya...
A. Mampu merencanakan dan mengatur kegiatan jangka panjang dengan baik
B. Mampu mengulang dan menirukan nada, perubahan, dan warna suara
C. Mahir dalam mengerjakan puzzle, teka-teki, menyusun potongan-potongan
gambar
3. Saya dapat mengingat dengan baik informasi yang...
A. Tertulis di papan tulis atau yang diberikan melalui tugas membaca
B. Disampaikan melalui penjelasan guru, diskusi, atau rekaman
C. Diberikan dengan cara menuliskannya berkali-kali
4. Saya menghafal sesuatu...
A. Dengan membayangkannya
B. Dengan mengucapkannya dengan suara yang keras
C. Sambil berjalan dan melihat-lihat keadaan sekeliling
5. Saya merasa sulit...
A. Mengingat perintah lisan kecuali jika dituliskan
B. Menulis tetapi pandai bercerita
C. Duduk tenang untuk waktu yang lama
6. Saya lebih suka...
A. Membaca daripada dibacakan
B. Mendengar daripada membaca
C. Menggunakan model dan praktek atau praktikum
7. Saya suka...
A. Mencoret-coret selama menelepon, mendengarkan musik, atau menghadiri rapat
B. Membaca keras-keras dan mendengarkan musik/pembicaraan
C. Mengetuk-ngetuk pena, jari, atau kaki saat mendengarkan musik/pembicaraan
8. Saya lebih suka melakukan...
A. Demonstrasi daripada berpidato
B. Diskusi dan berbicara panjang lebar
C. Berolahraga dan kegiatan fisik lainnya
9. Saya lebih menyukai...
A. Seni rupa daripada musik
B. Musik daripada seni rupa
C. Olahraga dan kegiatan fisik lainnya
10. Ketika mengerjakan sesuatu, saya selalu...
A. Mengikuti petunjuk dan gambar yang disediakan
B. Membicarakan dengan orang lain atau berbicara sendiri keras-keras
C. Mencari tahu cara kerjanya sambil mengerjakannya
11. Konsentrasi saya terganggu oleh...
A. Ketidakteraturan atau gerakan
B. suara atau keributan
C. Kegiatan di sekeliling
12. Saya lebih mudah belajar melalui kegiatan...
A. Membaca
B. Mendengarkan dan berdiskusi
C. Praktek atau praktikum
13. Saya berbicara dengan...
A. Singkat dan tidak senang mendengarkan pembicaraan panjang
B. Cepat dan senang mendengarkan
C. Menggunakan isyarat tubuh dan gerakan-gerakan ekspresif
14. Untuk mengetahui suasana hati seseorang, saya …
A. Melihat ekspresi wajahnya
B. Mendengarkan nada suara
C. Memperhatikan gerakan badannya
15. Untuk mengisi waktu luang, saya lebih suka …
A. Menonton televisi atau menyaksikan pertunjukan
B. Mendengarkan radio, musik, atau membaca
C. Melakukan permainan atau bekerja dengan menggunakan tangan
16. Ketika mengajarkan sesuatu kepada orang lain, saya lebih suka …
A. Menunjukkannya
B. Menceritakannya
C. Mendemonstrasikannya dan meminta mereka untuk mencobanya
 ASESMEN AS LEARNING

Refleksi Peserta Didik dan Guru

1. Apa ada kendala pada kegiatan pembelajaran?

2. Apakah semua peserta didik aktif selama mengikuti kegiatan pembelajaran?
3. Apa saja kesulitan yang dihadapi peserta didik selama mengikuti kegiatan pembelajaran?
4. Apakah kesulitan yang dialami peserta didik dapat teratasi?
5. Apa level pencapaian rata-rata peserta didik dalam kegiatan pembelajaran ini?
6. Apakah seluruh peserta didik dapat tuntas dalam pelaksanaan pembelajaran?
7. Apa strategi yang harus dipilih supaya peserta didik dapat menuntaskan kompetensi?
 ASESMEN OF LEARNING

 Asesmen Sumatif

Read the text carefully, and choose your best answer !

The following test is for question 1 to 4.

One holiday, Vandra visited his aunt in a village. It was his first experience of traveling by
train, but he enjoyed it. He arrived at the railway station at 3 p.m. His uncle’s house was not far
from the railways station, so he decided to go there by horse cart.
Vandra stopped a horse cart. To his surprise, the rider was a woman. She was dark skinned and
looked strong. Along the journey, they had a chit-chat. The rider told him about her life. She is
a wife with three children. She was simple, but had a great dream. She wanted her children to be
successful. As a mother, she was willing to work hard for her children’s education. She never
gave up. She belived that her hard work would be paid off.
Vandra was amazed at the horse cart rider’s story. What a great woman.

1. What is the text about?

A. A horse cart rider’s hard work.
B. Vandra’s experience on a train.
C. Vandra’s travelling experience.
D. The life story of a horse cart rider.
2. What was the horse cart’s rider like?
A. Honest
B. Generous
C. Kindhearted
D. Hard working
3. Why did Vandra take a great respect to the horse cart’s rider?
A. She struggled for the succes
B. She lived with her three children
C. She was simple, but had a great dream
D. She was the only woman who rode a horse card
4. “She never gave up.“
What is the closest meaning of the bolded phrase?
A. Felt sorry
B. Surrendered
 C. Complained
D. Fought against

The following test is for question 5 to 8.

At the frist break, Arin went to the school library. As usual, she walked towrds she fiction
section, her favourite one. She took an interesting storybook from the shelf, then sat at the
corner. The book was about a handsome and brave prince who tried to free a princess from a
giant.
Arin way very sleepy. She didn’t realise that she fell asleep while reading. On her dream, she
was the princess who was saved by the prince. The giant didn’t let Arin go. He held her strongly
and she struggled to get loose. Consequently she fell down to the ground. Suddenly, Arin heard
people laughing. She opened her eyes and saw several students looking and laughing at her.
Arin was confused, but she finaly realised what had happened. She dreamt about the story in the
book she read. For matters wors, she tell down from the chair due to her dream.

5. Why is the text written?

A. To relate Arin’s experience
B. To amuse readers by telling a story
C. To describe Arin’s activity during the break
D. To tell readers the story of a giant and a princess
6. In Arins’s dream, the giant …. her.
A. pulled
B. pushed
C. captured
D. released
7. What kind of books does Arin like to read?
A. Storybooks
B. Biography books
C. Science books
D. Engineering books
8. What did Arin probably feel when her schoolmates laughed at her?
A. Bored
B. Upsed
C. Jealous
D. Embarrassed

The following test is for question 9 to 12.

On Monday morning Adi woke up late.. Before leaving for school, his mother reminded him of
having breakfast, but he refused. He was afraid of being late. Adi arrived at school only one
minute before the bell rang. All students walked towards the school yard. They would have a
flag hoisting ceremony.
It was very hot and the sun shone very brightly. During the ceremony, Adi felt dizzy and his
eyes were blurred. He tried to stand up still, but he could bot hold on. He trembled and fainted.
He didm’t know what happened next . When he opened her eyes, he was in the medical room
with his class teacher and Riski, his best friend. Riski gave him a glass of hot tea and a piece of
bread.

9. What is the main idea of paragraph one?

A. Adi woke up late.
B. Adi skipped breakfast.
C. Adi was afraid of arriving late at school.
D. Adi’s mother reminded him of having breakfast.
10.Where did Adi tremble and faint?
A. At home
B. In his classroom
C. At the school yard
D. In the medical room
11.What would happen if Adi had breakfast?
A. His mother would be angry with him
B. He could attend the ceremony well
C. He would arrive at school early
D. He missed the hoisting flag ceremony
12.From the text we know that …
A. nobody cared about Adi
B. Adi arrived late at school
C. Adi felt unwell during the ceremony
D. Riski stood up next to Adi during the ceremony

The following test is for question 13 to 16.

I just returned from my holiday in my uncle’s house in Malang. During the time, i visited many
interesting places, such as Jatim Park 1 and 2, Museum Angkut, Batu Night Spectacular and
Mount Bromo. However, the most memorable is my trip to mount Bromo. However, the most
memorable is my trip to Mount Bromo. It is the most exotic place i’ve ever seen.
At that time i went with my uncle’s family. We went there by car in middle of night and arrived
at around 3:30 a.m. There were already many people there. They all wore thick jackets, gloves
and beanies, so did we. It was so cold that we were going to freeze. Soon, we could adapt to the
weather.
Later on we moved to Penanjakan Peak to see the sunrise. Later on we withnessed such a
magnificent sunrise. Luckily, the weather was so fine that we all could see that shinning golden
ball very clearly. Then, we walked up to the top of Mount Bromo. It was really hard because we
had to walk through thick sand desert while it was rather cold. Arriving at the top, it was so
amazing! Trush me, you should go there one day. What a wonderful place!
Overall my last holiday is the best moment of my life. I wash i have another chance to explore
Malang City.

13.What is the next mainly about?

A. The writer’s experience in Mount Bromo.
B. The writer’s impression about the sunrise.
C. The writer’s unforgettable holiday in Malang.
D. The writer’s trip to climb a mount for the first time.
14.What is the main idea of the second paragraph?
A. The place was full of visitors.
B. The writer went to Bromo by car.
C. The writer arrived at her destination.
D. The weather at the moment awas very cold.
15.From the text we know that…
A. the writer went Bromo with her cousin
B. the sky was cloudy when the morning broke
C. it is quite easy to pass through the sand
D. the writer wore a thick jacket and beanie
16.“They all wore thick jackets, gloves and beanies, so did we.” ( Paragraph 2 )
What does the bolded word refer to?
A. The writer’s uncle family
B. The visitors of Mount Bromo
C. The writer and her uncle’s family
D. The people who the writer saw on her arrival.

The following test is for question 17 to 20.

Last week my friend and i were bored after two weeks of holidays, so we rode our bicycles to a
beach, which is only five kilometres from where we live.
When we arrived at the beach, we were surprised to see only a few visitors there. After having a
quick dip in the ocean, which was really cold, we realised why there were not many people
there. it was also quite windy.
After we bought several hot chips at the take-away store nearby, we rode our bicycles down the
beach for a while , on the hard, damp part of the sand. We had the behind us. Unwittingly, we
were many miles down the beach.
Before we made the long trip back we decided to paddle our feet in the water for a while, and
then sit down for a rest. While we were sitting on the beach, just chatting, we realised that all
the way back we would be riding into the strong wind.
When we finally arrived home, we were both totally exhausted!

17.The text mainly tells us about….

A. the situation at the beach
B. the writer and his friend’s reason to a beach
 C. the writer and his friend’s long holiday
D. the writer and his friend’s vacation at a beach
18.At that time the beach was ….
A. quiet
B. sunny
C. crowded
D. very clean
19.From the text it can be concluded that ….
A. the water of the beach is quite warm
B. the beach is very close to the writer’s house
C. the writer felt tired because of cycling hard
D. there was no food stall opened at the moment
20.People rarely went to the beach…. the water was very cold.
A. so
B. but
C. and
D. since

The following test is for question 21 to 24.

My elder sister and i are moving into a new house this weekend, so we decided to do shopping
to furnish the place.
First, we went to an appliance store not too far from our new house, and we bought a
refrigerator for the kitchen. You really can’t live without one because you have to keep your
food cold or frozen so it doesn’t spoil. Then, we bought a washing machine to wash and dry our
clotes. We don’t want to go to a laundromat to do this every week like we used to do when we
are in a boarding house. Next, we bought a rice cooker. We certainly need one because it can
make life easier. You simply put the rice into the cooker and press the cooking button, then you
can do other chores while the cooker is cooking the rice finally, we picked up a microwave
oven. if we are in a hurry and don’t have time to cook, we can place the food in the microwave
and heat it up quickly.
We haven’t purchased everything we need to furnish our new place, but we think we have the
basic appliances to make life more comforable for now.

21.The text tells us about the writer and her sister’s …..
A. new house
B. household chores
C. shopping experience
D. activities at new house
22.Where did the story take place?
A. At their new house
B. At an appliance store
 C. At a furniture store
D. At their boarding house
23.From the text, it can be inferred that the writer and her sister….
A. bought a dishwasher
B. just moved to a new house
C. use to wash their clothes
D. stay at a boarding house at the time
24.“…. so it doesn’t spoil” ( Paragraph 2 )
The word ‘it’ refers to ….
A. the rice
B. the food
C. the house
D. the refrigerator

The following test is for question 25 to 27.

One morning i met my father outside the school gate. Prior to this, i received my teacher’s
permission to be temporarily excused from class. i would collect some items from my father.
My father handed me my exmination result slip which he had signed. Also, he handed a consent
form for the Track and Field Training Camp which i would take part in. My father scolded me
for being irresponsible. i just kept silent and told him that i had to return to my class. My fater
the quickly left for work.
I rushed back to my class . However, i did not place my wallet, which contained money, in my
pocket carefully. I dropped it and i didn’t notice it. The money was the fee for the Track and
Field Training Camp!

25.The writer’s father was angry because ….

A. he did not permit the writer to join a training camp
B. he had forgotten to submit the writer’s work to school
C. the writer had forgotten to bring some items to school
D. the writer did not say goodbye to his/her father when leaving
26.What is the writer like?
A. Careless
B. Impatient
C. Moody
D. Offended
27.What happend to the writer at the end?
A. He/She was relieved after receiving the items for his/her father.
B. He/She was disppointed because he/she couldn’t join class.
C. He/She didn’t know how to tell the accident to his/her father.
D. He/She father took him him/her home to get the items.

The following test is for question 28 to 30.

When i was in 8th grade of junior high school, i participated in a painting contest which took
place at the education and culture office in my town. i was competing with other 49 students.
The theme of the painting was “Preserving cultural heritages in the global age”. Everyone was
provided with canvas but no oil paint, brush or palette. We also had only been given 180
minutes to finish our work.
By the time the contest started, everyone immediately drew sketches on their canvas. I didn’t do
the same since i was still thinking of what to draw. Then, i finally had an idea and joined the
others by drawing a sketch. I decided to paint a street vendor selling traditional crafts while
taking a selfie with customers. I think that would be a good representation of the contest theme.
In the middle of my painting, i realised that I didn’t bring my orang paint, to paint a realistic
brick colour as the background on my painting. For that, i must mix violet and orange colours. I
already made the violet colour by mixing red and blue i panicked. Then, i tried to ask other
contestants if they had some spares. One contestant gave me one, but it was almost empty. It
wouldn’t be enough for my brick background. Then, i remembered that i cloud get orange from
mixing red and yellow. I was so surprised that i cloud forget such a basic combination.
The time limit is up. I somehow managed to finish my paint at the last minutes. Then, the judge
began to observe every work. When they came to my place, one of the judges asked me what
colour i used for my background. i said that i mixed violet and orange to get the brick colour
and other combinations for other parts of the background. Then, they left to check other
paintings.
Finally, the judges announced the winners of the competition. I was surprised that my painting
becamethe second place. The judges commended me for my technical skill with colour
combinations.

28.The text tells us about….

A. The writer’s experience in painting using colour combinations.
B. The writer’s experience in participating on a painting competition.
C. The writer’s feeling about winning second place in painting competition.
D. The writer’s difficulties in painting with specific theme and limited time.
29.When did the writer realise that he missed few paints?
A. During the painting.
B. At the end of the painting.
C. During drawing the sketch.
D. At the beginning of the painting.
30.How does the panic effect the writer?
A. He mixed the wrong colour.
B. He forgot to bring few paints.
C. He forgot a simple colour combination.
D. He took a longer time to decide his painting.
 EVALUASI ASESMEN

 PENILAIAN PEMBELAJARAN (ASESMEN)

Aspek yang
No Bentuk Penilaian Instrumen Penilaian Waktu Penilaian
dinilai
1 Diagnostic Questioner dan  Soal Tes Qustioner Sebelum KBM di
wawancara  Wawancara mulai
2 Formatif  Unjuk kerja  Pengamatan unjuk  Pada saat
 Laporan tertulis kerja presentasi
 Penilaian laporan  Pengumpulan
tertulis tugas
3 Sumatif Tes tertulis Soal tes Pada saat Ujian
Semester

 PEMETAAN KEBUTUHAN BELAJAR BERDASARKAN PROFIL BELAJAR PESERTA DIDIK

Asesmen Diagnostik

Profil Belajar Visual Auditoring Kinistetik

Peserta
didik
Konten Peserta didik diberi Peserta didik diberi Peserta didik diberi
motivasi atau rangsangan motivasi atau rangsangan motivasi atau
untuk memusatkan untuk memusatkan rangsangan untuk
perhatian pada topik perhatian pada topik memusatkan perhatian
materi : Pengertian Teks materi : Pengertian Teks pada topik materi :
Recount, contoh dan Recount, contoh dan Pengertian Teks
penggunaannya dalam penggunaannya dalam Recount, contoh dan
bentuk Video dan Audio. bentuk Video dan Audio. penggunaannya dalam
bentuk Video dan
Audio.
Produk Peserta didik membuat Peserta didik membuat Peserta didik membuat
Produk berupa Produk berupa Produk berupa
Pengalaman pribadi Pengalaman pribadi Pengalaman pribadi
melalui canva melalui canva melalui canva
menggunakan infografis menggunakan infografis menggunakan
dan video. dan video. infografis dan video.
  ASESMEN DIAGNOSTIK (Assessment For Learning)

 Asesmen Diagnostik Kognitif

Kunci Jawaban
1. A
2. D
3. B
4. B
5. C
6. A
7. D
8. C
9. A
10. D

 Asesmen Diagnostik Non- Kognitif

Lembar Analisis dan Rekomendasi

Nama Peserta Didik :…

NIS :…
Program Keahlian :…
Kelas :…

Jumlah jawaban A :…
Skor yang diperoleh : Jumlah Jawaban B :…
Jumlah Jawaban C :…
Kesimpulan Hasil Tes dan Rekomendasi
Apabila jawaban yang  Anda dengan kecenderungan gaya belajar visual
paling banyak adalah A  Anda akan mencapai prestasi belajar yang optimal apabila memanfaatkan
kemampuan visual Anda.
 Anda dapat membuat sendiri peta konsep atau ringkasan materi perkuliahan.

Apabila jawaban yang  Anda memiliki kecenderungan gaya belajar auditori.

paling banyak adalah B  Anda yang memiliki kecenderungan gaya belajar auditori akan mencapai prestasi
belajar yang optimal apabila Anda mempelajari materi perkuliahan dari mendengarkan
baik melalui penjelasan langsung dari dosen, diskusi dengan dosen dan teman
mahaPeserta didik, maupun melalui rekaman materi yang
sedang dipelajari.

Apabila jawaban yang  Anda memiliki kecenderungan gaya belajar kinestetik.

paling banyak adalah C  Anda dengan gaya belajar kinestetik akan mencapai prestasi belajar secara optimal
apabila Anda terlibat langsung secara fisik dalam kegiatan belajar. Anda dapat
mengutak-atik atau memanipulasi materi perkuliahan atau media yang digunakan
dalam menjelaskan materi perkuliahan.
Apabila jawaban A dan B  Anda memiliki gabungan gaya belajar visual dan auditori.
sama banyak  Ada hal tertentu yang Anda akan belajar efektif jika menggunakan gaya belajar visual,
dan ada hal lain yang Anda akan belajar efektif jika menggunakan gaya belajar
auditori. Bahkan, kadang jika kedua gaya belajar digunakan, akan lebih
optimal.

Apabila jawaban A dan C  Anda memiliki gabungan gaya belajar visual dan kinestetik.
sama banyak  Ada hal tertentu yang Anda akan belajar efektif jika menggunakan gaya belajar visual,
dan ada hal lain yang Anda akan belajar efektif jika menggunakan gaya belajar
kinestetik. Bahkan, kadang jika kedua gaya belajar digunakan, akan lebih optimal.

Apabila jawaban B dan C  Anda memiliki gabungan gaya belajar auditori dan kinestetik.
sama banyak  Ada hal tertentu yang Anda akan belajar efektif jika menggunakan gaya belajar
auditori, dan ada hal lain yang Anda akan belajar efektif jika menggunakan gaya
belajar kinestetik. Bahkan, kadang jika kedua gaya belajar digunakan,
akan lebih optimal.

 ASESMEN SUMATIF

1. C 2. C 3. C 4. C 5. C 6. C

7. D 8. D 9. D 10.. D 11.D 12.. D

13.C 14.. C 15.C 16. C 17. C 18. C

19.. B 20.. B 21.. B 22.. B 23.. B 24.. B

25.. A 26.. A 27.. A 28.. A 29.. A 30.. A

Daftar Pustaka

https://www.zenius.net/blog/recount-text

https://brainly.co.id/tugas/22258076

https://www.sonora.id/read/423696428/15-contoh-soal-recount-text-bahasa-inggris-lengkap-dengan-kunci-
jawabannya?page=all

http://bilkisamanda.blogspot.com/2016/04/contoh-analisis-recount-text.html

https://adjar.grid.id/read/543179260/contoh-soal-dan-jawaban-materi-bahasa-inggris-biography-text?page=all

https://www.tiraswati.net/download/file/3__Dina_ASESMEN_DIAGNOSTIK_NON_KOGNITIF_CARA_BELAJAR.pdf

https://www.google.com/search?
q=asesmen+diagnostik+recount+text&rlz=1C1GCEB_enID938ID938&oq=asesmen+diagnostik+recoun&aqs=ch
rome.0.0i512j69i57j0i390i650l3.10751j0j15&sourceid=chrome&ie=UTF-8

https://nekopencil.com/pendidikan/bahasa-inggris/contoh-soal-recount-text-bahasa-inggris-dan-kunci-jawaban/