● Family Members with image

Sentence Structure : Simple Present

1. Ini adalah Ayahku : This is my Father
2. Ini adalah Ibuku : This is my Mother
3. Ini adalah orang tuaku : They are my parents
4. Ini adalah Kakekku : This is my Grandfather
5. Ini adalah Nenekku : This is my Grandmother
6. Ini adalah Kakek Nenekku : This is my Grandparents

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7. Ini adalah saudara laki-lakiku : This is my brother
8. Ini adalah saudara perempuanku : This is my sister
9. Ini adalah saudara kandungku : They are my siblings

Exercise / Latihan
a. Nicky is Fazia’s ..........
b. Rama is Nicky’s ...........
c. Sudibyo is Alya’s ...........
d. Anggoro is Fazia and Nicky‟s ..........
e. Rina Aryanti is Ramas’s ..............
f. Rama and Alya are ..............
g. Indra is Fazia’s ..............
h. Nurhasana‟s is Alya‟s …………………
i. Sudibyo and Nurhasanah are Alya‟s ............
j. Fazia and Nicky are ...........
k. Nadin is Nicky‟s .............

Student Worksheet 1
The Assessment Sheet

a. Attitude Assessment
Attitude assessment is conducted through observation during
the learning process.
School Name : SMPN 4 Satap Mancak
Grade/Semester : VII / Even
School Year : 2022 / 2023
Subject : English
Teacher’s Name : Saipudin, S.pd
Attitude Assessment Criteria
N Nam Polit Tot
o e Responsibili Cooperati Responsi Commmunicat al
enes
ty ve ve ive
s

Description VG/G/F/P
4 : Very Good 3 : Good 2 : Fair 1 : Poor

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Range
4 : Performs instructions very well in accordance with the
provisions
And Collaborates actively with the group.
3 : Performs instructions well in accordance with the provisions
And collaborate actively with the group.
2 : Performs instructions fairly well in accordance with the
provisions
And collaborates actively with the group
1 : Performing instructions less in accordance with the provisions
And not actively collaborating with the group.

Student Worksheet 2
Knowledge Assessment Rubric

My Family

Hello... My name is Joshua. Let me introduce you to my family. I have one

older brother, his name is Darriel. And I have one little sister, her name is
Calista. My Dad's name is Ben and my mum's name is Rima, they are my
lovely parents. My dad's father's name is Doni and my dad's mother's name is
Lia, they are my grandparents from my father. My mum's father is Rizal and
my mum's mother is Mona, they are my grandparents from my mother. That is
my family, how about your family?

1. My name is .........
a. Lia b. Joshua c. Calista d. Doni
2. Dariel is Joshua’s .........
a. Sister b. Brother c. Causin d. Nephew
3. Joshua has a sister. She is .........
a. Lia b. Calista c. Rima d. Joshua
4. Does Joshua has a parents?
a. Yes, he does c. No, he doesn’t
b. Yes, she does d. No, she doesn’t
5. Joshua’s Dad is ........
a. Ben b. Boy c. Richie d. Michael
6. Is Lia Joshua’s aunt?
a. No, she isn’t c. Yes, she is
b. No, he is’nt d. Yes, he is

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 7. Does Joshua have grandparents?
a. Yes, he does c. No, he doesn’t
b. Yes, she does d. No, she doesn’t
8. Mona and Rizal are Joshua’s ........
a. father b. Mother c. Grandparents d.
Grandfather
9. Who are Joshua’s grandparents?
a. Daniel and Calista c. Ben and Rima
b. Doni and Lia d. Mona and Rizal

Student Worksheet 3
Writing Skills Assessment Rubric

Subject : English
Grade : VII
Semester : Even
Topic : Family Tree
Date :

Skill Competency Question Indicators :

Students describe their family members in the following chart.

Scoring Rubric:

Assessment Criteria

Vocabular
N Accuracy Structure
Name Orderlines y Total
o (Keakuratan (Susunan
(Kerapian) (Kosakata
) Kaliamat)
25 )
20 25
30

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 3

...

Learning Reflection Sheet

1. What do you feel after studying this material?

2. What was the most interesting part of today's lesson? Why?

3. Based on what you have learnt, what do you think of a

Descriptive Text is? And what is the purpose of a Descriptive
Text?

4. In your opinion, What difficuties do you still encounter in lesson

this material? What would you do overcome the problems?

5. What will you do to get satisfactory results in the future?

Implementation of Social and Emotional Competence (SEC) in lesson

plan

Initial Routine Activities (SEC - emotion management and focus)

Initial activities are carried out when starting lesson. It aims to create a
positive, relaxed, calm and comfortable lesson atmosphere. Preparing
students for lesson activities is part of an effort to manage emotions and focus
and build connections with students. Some of the activities that students do in
this beginning routine include:

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Pray
The STOP technique, which is carried out by the teacher and asks
students to do the STOP technique (Stop, Take a deep breath, Observe and
Proceed) (The teacher asks students to stop doing the activity to be carried
out and how to take a long and deep breath from the nose and then release it
slowly. Do 10 times) from the mouth slowly with the aim of practising
mindfulness and a feeling of calmness.

Pairs/Group Works - SEC - Social Awareness (Empathy)

In teamwork, students learn how to negotiate with others, develop
leadership skills and know their own strengths so that they can make the best
contribution to the group. The teacher tells the students that the purpose of
lesson in groups is to train them to work together with others. Encourage the
students to recognise their friends' strengths, empathise and respect each
other to achieve the expected common goal. Afterwards, ask the students to
reflect.

Reflection
What was the most interesting part of today's lesson? Why?
(SEC-self-awareness (recognizing feelings and interests)
What challenges do you still encounter in lesson this material? How will you
train to overcome these challenges?
(SEC - resilience (recognising strategies to solve problems)
What will you do to make your results more satisfactory in the future?

The link for best practice of this assesment can be found at:
https://youtu.be/CZ-QzHKvxmQ

Good practice: Muayanah

Lesson Plan

School : .............................
Subject : Compulsory Math
Grade/Semester : X / 2 (Even)
Material Subject : Trigonometry
Mode : Offline
Time : 2 x 45 minutes

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Basic Competence
3.6 Explain trigonometric ratios (sine, cosine, tangent, secan,
cosecant and cotangent) in right triangles.
4.6 Solve contextual problems related to trigonometric ratios (sine,
consine, tangent, secan, cosecant and cotangent) in right
triangles

Learning Objectives
Through discussion activities, watching videos, Student Worksheet and
presentations, students can solve contextual problems related to
trigonometric ratios (sine, cosine, tangent, secan, cosecan and
cotangen) in right triangles actively and communicatively.

Media and Resources

Learning module for SMA mathematics grade X
Package book for SMA / SMK / MA grade X
Ebook
Learning video
Student Worksheet

Preliminary Activity (15 Minutes)

Opening greetings, asking how you are (Selfawareness)
Praying before learning
Making class agreements
Linking to previous material
Conveying learning objectives (Before the learning begins, do the STOP
technique)

Main Activity (60 minutes)

Students are encouraged to study the material on trigonometric
comparison of right triangles according to their own learning style.

The Teacher prepares the materials for audio, visual and kinesthetic
lesson.

The teacher divides the students into 2 big groups based on the
students' learning readiness, namely group A and group B.

Group A was given material about the calculation of the phytagoras

theorem while group B was given material about the concept of
phytagoras first before the calculation.

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The teacher will provide scaffolding to group B
(After learning the material and before going into the practice
questions, students are invited to do ice breaking).

The teacher divides into groups of 6 students each, randomly drawn

from groups A and B. Each group discusses the Student Worksheet (in
the form of a Link). Each group discusses to do the Student Worksheet
(in the form of Link) (Related Skills - Cooperation).

By shuffling, 2 groups will present the results of their discussion and

the other groups give positive responses (Self-management).

After discussion and presentation, Student Worksheet can be collected

via link/application or print out (Decision making).

Closing Activity (15 Minutes)

The teacher provides reinforcement and reflection to the students
regarding the material on trigonometric comparison of right triangles.

The Teacher provide attitude and performance assessment during the

learning process.

The teacher conveys information related to the lesson at the next

meeting \
The teacher closes the lesson with prayer, thank you and closing
greetings

Assessment
Attitude : Observation
Knowledge : Written test (Student Worksheet)
Skills : Performance

the link for best practice of this assesment can be found at:
https://youtu.be/JaT5Rl1oqMs

Student Worksheet

Trigonometric Comparison of Right Triangles

(General Maths Grade X)

Fill in the dots below according to your understanding!

1. Consider the Triangle below

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 a. Sin A =… =… d. Sec A =… =… ... ...
b. Cos A =… =… e. Cosec A =… =… ...
...
c. Tan A =… =… f. Cotan A =… =… ...
...

2.

Strategy : Observation
Tools : Checklist

Communicati
No Name Critical Active
ve

...

Description
Critical : Students are able to provide appropriate responses
and opinions to the learning material

Active : Students are able to perform their duties well in

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 participating in classroom learning
Communicati : Students are able to build good communication
ve among friends/teachers in group/class discussion

Knowledge Assessment
Strategy :Written test
Tools : Student Worksheet

N Weig Scor
Question Answer
o ht e

1 50 1. Look at the triangle below! 10

10
10
10
10

2 50 2. 10
10
10
10
10

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Skills Assessment

Strategy : Performance
Tools : Checklist
Indicators : Presentation and Giving responses according to
their
individual learning profile

N Name Advance Intermedia Beginner Note

o (100-90) te (81-90)
(70-80)

et
c

Implementa Important
tion of things that
SEC How to What
Social must be
developed Apply Teachers Do
Emotional conveyed to
Learning student

Self Integrate Ask how Ask: How are Being healthy,

Awareness d in you are you guys comfortable,
lesson doing today? safe and
How are you feeling happy
feeling will make it
today? easier for you
to receive the
material.

Self Performing Ask the By feeling the

Manageme the STOP student to breath in and
nt technique pause, then out, it will
take a breath reduce stress,
and let it out reduce
3-5 times, tension and
then resume will feel fresh
the activity. again so that

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 you can focus
again in
learning.

Social Make Ask students Respecting

Awareness presentatio to present the person
ns and give their group speaking in
positive work and front of you is
responses other groups an exercise in
to other give positive respect and
groups feedback. honor. Giving
positive
feedback will
hone your
empathy
skills.

Relationshi Form Students are Working on

p Skills groups and asked to assignments
work on the work on the together in a
Student Student group will feel
Worksheet Worksheet in light, easy,
groups and fast
because you
work
together, and
complement/fi
ll in/give input
to each other.

Responsible Choose the After the In making a

Decision form of Student collective
Making assignment Worksheet decision about
to be are what form the
collected presented Student
and Worksheet will
responded be collected
to, students in, you must
are asked to consider your
collect the situation/circu
Student mstances/abili
Worksheet ties and
according to consider the
their group consequences
agreement. such as if
collecting via
the

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 application
whether there
is a signal,
quota etc. If in
the form of a
printout,
where do you
want to print
it, how much
does it cost?

Social and Emotional Competencies (SEC) that are developed:

1. Self Awareness
By implementing Self-Awareness SEC, students are expected to
be able to recognize their emotions and potentials and be able
to connect their feelings, thoughts and values.

2. Self-Management
By implementing Self-Management SEC, students are able to
manage their emotions, foster motivation within themselves, set
personal and collective goals, and are able to design and
organize their group, as well as control themselves while
working with their group.

3. Social Awareness
By implementing SEC Social Awareness, students are expected
to be able to consider the thoughts/views of others and be
willing to recognize the abilities and/or strengths of their friends
(others).

4. Relationship Skills
By implementing the Relationship Skills SEC, students are
expected to be able to communicate effectively, practice
teamwork and collaborative problem solving, show leadership in
groups and seek and offer help when needed.

5. Responsible Decision Making

By implementing the Responsible Decision Making SEC students
are expected to demonstrate curiosity and open-mindedness,
identify/recognize solutions to personal and social problems,
practice making reasoned/reasonable decisions, after analyzing
information, data and facts.

Good practice: Lana Atmim Nur

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 Learning Implementation Plan

School : .............................
Subject : Pneumatic and Hydraulic Systems
Grade/Semester : XII - TMI / Odd
Subject Matter : Creating a pneumatic simulation
circuit
Time Allocation : (2 x 45 minutes)

Group 7
Mohammad Iqbal nurhidayat (2223230061)
Robbi Nugraha(2223230003)
Marcell Johan Maurits Nanay(2223230117)
Akhsan Bagas maulana (2223230136)

Final project advance translation

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