EXAMPLE OF A PARAGRAPH PLAN
Y. Instrumen Penilaian Hasil Belajar a. Penilaian Sikap
2. Bertanggungjawab dan serius dalam
menjalakan tugas 3. Santun terhadap
guru. 4. Menghargai
pendapat teman. 5. Terlibat aktif dalam
KBM
b. Penilaian Tes Writing
The writing rubric below adopted from the teacher’s lesson planning.
No. Name Content 20 Organization 20 Vocabulary 20 Grammar 20 Mechanic 20 Total Score 1. 2. 3. 4. 5. 6. 7.
8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.
c. Penilaian Tes Listening
Ada 15 butir soal yang disediakan oleh guru. Masing-masing soal berbobot 10. Nilai listening siswa didapat dari total jumlah benar siswa dibagi 15 lalu dikalikan 10.
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SMA Negeri 3 Kota Tangerang Selatan
Kelas : X MIA 5 / Semester 2
Mata Pelajaran : Bahasa Inggris
Materi Pokok : Simple Past Tense dan Present Perfect Tense.
Skills : Writing
Waktu : 2 JP x 45 minutes
A. Kompetensi Inti SMA Kelas X
1. Menghayati dan mengamalkan ajaran agama yanag dianutnya.
2. Mengembangkan perilaku (jujur, disiplin, tanggung jawab, peduli, santun, ramah lingkungan, gotong royong, kerjasama, cinta damai, responsive, pro aktif) dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan bangsa dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
3. Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait fenomena dan kejadian serta menerapkan pengetahuan prosedurl pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, menyaji dan menciptakan dalam ranah konkret dan ranah abstrak terkait dengan pengembangan diri yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri dan bertanggungjawab dalam melaksaakan komunikasi transaksional dengan guru dan teman.
3.6. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan dan pertanyaan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya, sesuai dengan konteks penggunaannnya.
4.6. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi
1. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada simple past tense dan present perfect tense.
2. Siswa aktif dan berpartisipasi dalam kegiatan belajar dikelas.
3. Menyatakan kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks simple past tense dan present perfect tense.
D. Tujuan Pembelajaran
Setelah mempelajari bab ini, siswa diharapkan mampu:
1. Menunjukkan kesungguhan belajar bahasa Inggris terkait simple past tense dan present perfect tense.
2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam melaksanakan komunikasi terkait simple past tense dan present perfect tense.
3. Mengidentifikasi ciri-ciri kalimat simple past tense dan present perfect tense.
4. Merespon makna simple past dan present perfect tense.dalam penggunaannya dalam bahasa inggris.
1. A: Did you like the movie "Star Wars?"
B: I don't know. I (see, never) have never seen that movie.
2. Sam (arrive) arrived in San Diego a week ago.
3. My best friend and I (know) have known each other for over fifteen years. We still get together once a
week.
4. Stinson is a fantastic writer. He (write) has written ten very creative short stories in the last year. One
day, he'll be as famous as Hemingway.
5. I (have, not) have not had this much fun since I (be) was a kid.
6. Things (change) have changed a great deal at Coltech, Inc. When we first (start) started working here
three years ago, the company (have, only) only had six employees. Since then, we (expand) have
expanded to include more than 2000 full-time workers.
7. I (tell) told him to stay on the path while he was hiking, but he (wander) wandered off into the forest and
(be) was bitten by a snake.
8. Listen Donna, I don't care if you (miss) missed the bus this morning. You (be) have been late to work
too many times. You are fired!
9. Sam is from Colorado, which is hundreds of miles from the coast, so he (see, never) has never seen the
ocean. He should come with us to Miami.
10. How sad! George (dream) dreamt of going to California before he died, but he didn't make it. He (see,
never) never saw the ocean.
11. In the last hundred years, traveling (become) has become much easier and very comfortable. In the
19th century, it (take) took two or three months to cross North America by covered wagon. The trip (be) was
very rough and often dangerous. Things (change) have changed a great deal in the last hundred and fifty
years. Now you can fly from New York to Los Angeles in a matter of hours.
12. Jonny, I can't believe how much you (change) have changed since the last time I (see) saw you. You
(grow) have grown at least a foot!
13. This tree (be) was planted by the settlers who (found) founded our city over four hundred years ago.
14. This mountain (be, never) has never been climbed by anyone. Several mountaineers (try) have tried
to reach the top, but nobody (succeed, ever) has ever succeeded. The climb is extremely difficult and
15. I (visit, never) have never visited Africa, but I (travel) have traveled to South America several times.
The last time I (go) went to South America, I (visit) visited Brazil and Peru. I (spend) spent two weeks in
the Amazon, (hike) hiked for a week near Machu Picchu, and (fly) flew over the Nazca Lines.
Nouns are the names of people, places, things or feelings. Common nouns are the names for general people, places, things or feelings eg boy, house, car, anger. They make sense when the words “a”, “an” or “the” are placed in front of them.
Proper nouns are the names of specific people, places or things and are always written with a capital letter e.g. Taylor, Benjamin Way, Belconnen.
Pronouns take the place of nouns e.g. I gave Jessica the apple and she ate it. Adjectives add extra meaning to nouns.
Descriptive adjectives
My house is white. The white house is mine.
Demonstrative adjectives point out particular nouns. That house is mine.
Numerative adjectives indicate how much or how many. Jordan has two sisters. There were a few drops of rain.
Verbs are “being”, “having” or “doing” words e.g. I am human and I have feelings, so please run away.
Note that the verb can change based on the tense (refer to tense). Adverbs add extra meaning to verbs e.g. He ate slowly. I will eat much later.
Prepositions show position (below, up, over, under, into, down) e.g. Justin went up the hill. Conjunctions
are joining or connecting words.
Coordinating conjunctions (and, but, or) connect words or phrases that are of similar importance e.g. The dog ate the bone and some meat.
Subordinating conjunctions (because, if, though, that, when, where, while) start clauses that are dependent on the rest of the sentence for their meaning and do not make sense on their own e.g. Jade auditioned for the school play because she loves acting.
Interjections are exclamations e.g. Ouch! Hey! Stop!
Articles are really adjectives, but deserve a separate explanation because we use them all the time. The is the definite article e.g. The dog ate my lunch.
A/an is the indefinite article e.g. A dog ate my lunch.
Tense Refer to the capacity of verbs to express time. We often work with 3 forms of tense - past, present and future
Past - I jumped, I did jump, I was jumping Present - I jump, I do jump, I am jumping Future - I will jump, I will be jumping
Subject-Verb Agreement
The verb form can change depending on whether the subject is singular or plural. e.g. The car park (singularsubject)was (verb) full.
The car parks (plural subject)were (verb) full.
In these sentences each of the verbs agrees with its subject. The correct verb form has been used.
The verb must always agree with its subject. Single subject = single, verb, plural subject = plural verb.