appendix 1 - repo.undiksha.ac.id

APPENDIX 1

Sample of the study

Sample of the study in Experimental Group (Kelas X MIPA 4)

No. Student's Name

1 Ahmad Sulthan Habibi Aristo

2 Akira Rian Satya Dhamma

3 Alfiero Omega Sucita

4 Asiyah Malika Pramandani

5 Cendani Madya Nhingswari

6 Eileen Kanokkit Halim

7 Hana Kireina Joy Celline

8 I Gusti Ayu Talentha Jyotika

Kalyani

9 I Made Dicky Wiryanata Putra

10 Ida Ayu Jayasri Setiadewi

11 Ketut Bagus Wedanta Ananda

Murti

12 Ketut Farrel Candra Wijaya

13 Luh Sawitri Widya Padmanti

14 Made Andra Laksana Nugraha

15 Made Dila Ryanda Putri

16 Made Fredo Dwi Utama

17 Marcella Putri Zaliyanti

18 Marsha Dwi Rianti

19 Muhammad Hengki

20 Ni Kadek Rosita Dewi

21 Ni Luh Dewi Swastini

22 Ni Luh Putu Yuna Alya Putri

23 Ni Made Elin Sri Artini

24 Ni Nyoman Hariasih Adhi

Savitri

25 Nyoman Ugrasena Astawa

26 Owens Surya

27 Putu Sinta Pramastini

28 Putu Viandhara Gracellya

Nasrany

29 Rista Zahra Nugraha

30 Russel Andhika Chandra

31 Sherly

32 Tiara Maharani Wijaya

33 Windy Gloria Matuankotta

34 Wisnu Tridana Handoyo

Sample of the study in Control Group (Kelas X MIPA 6)

No. Student’s Name

1 Ayu Made Wiwin

Widyasastrini

2 Chelsea Dewantari

3 Gede Pradnyana Putra

4 Gede Raditya Amodia Ananda

5 Gusti Ayu Istri Roslinda Dewi

6 Haura

7 I Gede Devayana Permana

8 I Gede Rudi Pradnyana

9 I Komang Acarya Fernanda

10 I Made Dwika Putrawan

11 Kadek Agus Juniarta

12 Kadek Andi Wijaya

13 Kadek Krisna Dwi Darma

14 Kadek Sri Fredy Sanggrama

Wijaya

15 Kadek Yuzha Prayuda

16 Ketut Lingga Utama

17 Ketut Yuda Septyadi

18 Komang Diva Kusuma Bakti

19 Komang Reni Virginia

20 Made Anandha Radya

Dananjaya

21 Made Bagas Dwi Artananta

22 Made Prasna Dwijaksara

23 Made Rani Gita Savitri

24 Nengah Tara Dwi Pratami

25 Ni Ketut Ari Suci Widyatmi

26 Ni Made Yuana Chandra Putri

27 Nyoman Brama Nevananda

Yadnya

28 Nyoman Putri Gyani

29 Pande Ayu Laksmi Puspita Sari

30 Putu Arya Maha Rani

31 Putu Bayu Praja Waisnawa

32 Putu Liyenta Ditriari

33 Putu Pradnya Mahayu

34 Rosalina Putri Robin

APPENDIX 2

Students latest final exam score X MIPA 4

No Group Score

1 Student 1 94

2 Student 2 88

3 Student 3 78

4 Student 4 74

5 Student 5 82

6 Student 6 90

7 Student 7 82

8 Student 8 88

9 Student 9 80

10 Student 10 82

11 Student 11 84

12 Student 12 88

13 Student 13 72

14 Student 14 90

15 Student 15 84

16 Student 16 72

17 Student 17 74

18 Student 18 86

19 Student 19 82

20 Student 20 88

21 Student 21 74

22 Student 22 84

23 Student 23 84

24 Student 24 76

25 Student 25 92

26 Student 26 92

27 Student 27 84

28 Student 28 80

29 Student 29 92

30 Student 30 84

31 Student 31 84

32 Student 32 84

33 Student 33 90

34 Student 34 90

Students latest final exam score X MIPA 6

No Group Score

1 Student 1 76

2 Student 2 94

3 Student 3 94

4 Student 4 84

5 Student 5 92

6 Student 6 92

7 Student 7 88

8 Student 8 76

9 Student 9 80

10 Student 10 88

11 Student 11 86

12 Student 12 88

13 Student 13 82

14 Student 14 78

15 Student 15 86

16 Student 16 76

17 Student 17 72

18 Student 18 84

19 Student 19 82

20 Student 20 86

21 Student 21 78

22 Student 22 88

23 Student 23 90

24 Student 24 78

25 Student 25 88

26 Student 26 88

27 Student 27 78

28 Student 28 82

29 Student 29 86

30 Student 30 92

31 Student 31 84

32 Student 32 74

33 Student 33 82

34 Student 34 92

APPENDIX 3

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMAN 1 Singaraja

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X WAJIB/ Genap

Materi Pokok : Past Tense & Simple Perfect Tense

Alokasi Waktu : 2 x 45 menit (Pertemuan Pertama)

A. Kompetensi Dasar

3.6 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks

interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi

dan meminta informasi terkait keadaan/tindakan/ kegiatan/kejadian yang

dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dan

kesudahannya, sesuai dengan konteks penggunaannya. (Perhatikan unsur

kebahasaan simple past tense vs present perfect tense)

4.6 Menyusun teks interaksi transaksional, lisan dan tulis, pendek dan sederhana, yang

melibatkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/

kegiatan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu

terjadinya dan kesudahannya, dengan memperhatikan fungsi sosial, struktur teks,

dan unsur kebahasaan yang benar dan sesuai konteks

B. Tujuan Pembelajaran

1 Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur

kebahasaan beberapa teks interaksi transaksional, dengan memberi dan

meminta informasi terkait keadaan, atau kegiatan, yang terjadi di waktu

lampau, dengan memperhatikan penggunaan simple past tense dan

present perfect tense melalui diskusi kelas.

2 Siswa mampu menangkap makna secara kontekstual terkait fungsi sosial,

struktur teks, dan unsur kebahasaan teks interaksi transaksional yang

mengandung simple past tense dan present perfect tense melalui latihan

soal.

3 Siswa mampu menyusun teks interaksi transaksional simple past tense

dan present perfect tense, lisan dan tulis, pendek dan sederhana, dengan

memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara

benar dan sesuai konteks.

C. Media Pembelajaran

Whats App, YouTube, Lembar Penilaian & Lembar Kerja Siswa (melalui

Google Classroom)

D. Sumber Pembelajaran

1 Buku Paket Bahasa Inggris X Kemdikbud 2017

2 Video pembelajaran

E. Kegiatan Pembelajaran

1. Kegiatan Pembukaan:

1) Guru membagikan formulir absensi melalui google classroom.

2) Guru melakukan orientasi, apersepsi dan motivasi melalui WhatsApp

(WA) Grup.

3) Guru menstimulus siswa melalui dan beberapa pertanyaan terkait

dengan materi pembelajaran yang akan dipelajari (Please pay

10

menit

attention to these two sentences. Do you know what the difference is

between the two sentences?)

2. Kegiatan Inti:

1) Siswa mengamati video materi Simple Past Tense & Present Perfect

Tense melalui YouTube selama lima belas menit.

2) Siswa diberikan kesempatan untuk menyampaikan permasalahan yang

dihadapi dalam memahami materi pembelajaran melalui fasilitas WA

group.

3) Siswa diuji pemahamannnya oleh guru melalui beberapa latihan soal,

yaitu siswa diminta untuk melengkapi kata-kata rumpang dalam

kalimat – kalimat yang menggunakan pola Simple Past Tense &

Present Perfect Tense.

4) Siswa diinstruksikan untuk membuat masing-masing 5 kalimat Simple

Past Tense dan Present Perfect Tense.

5) Siswa mengumpulkan latihan yang telah dibuat melalui Google

Classroom

50

menit

3. Kegiatan Penutup:

1) Guru dan siswa melakukan refleksi pembelajaran terkait dengan topik

yang dipelajari. “What do you think about today’s lesson?”

2) Guru dan siswa menyimpulkan pembelajaran.

3) Guru mengakhiri pembelajaran dengan salam penutup.

10

menit


(RPP)





Alokasi Waktu : 2 x 45 menit (Pertemuan Kedua)

A. Kompetensi Dasar

3.6 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks

interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi

dan meminta informasi terkait keadaan/tindakan/ kegiatan/kejadian yang

dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dan

kesudahannya, sesuai dengan konteks penggunaannya. (Perhatikan unsur

kebahasaan simple past tense vs present perfect tense)




terjadinya dan kesudahannya, dengan memperhatikan fungsi sosial, struktur teks,

dan unsur kebahasaan yang benar dan sesuai konteks


1 Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur

kebahasaan beberapa teks interaksi transaksional, dengan memberi dan

meminta informasi terkait keadaan, atau kegiatan, yang terjadi di waktu

lampau, dengan memperhatikan penggunaan simple past tense dan

present perfect tense melalui diskusi kelas.

2 Siswa mampu menangkap makna secara kontekstual terkait fungsi

sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional

yang mengandung simple past tense dan present perfect tense melalui

latihan soal.

3 Siswa mampu menyusun teks interaksi transaksional simple past tense

dan present perfect tense, lisan dan tulis, pendek dan sederhana, dengan

memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,

secara benar dan sesuai konteks.


Whats App, Lembar Penilaian & Lembar Kerja Siswa (melalui Google

Classroom)








(WA) Grup.

3) Guru menstimulus siswa melalui dan beberapa pertanyaan terkait dengan

materi pembelajaran yang akan dipelajari (Let's review the previous

10

menit

material. Please write down one sentence that uses the Simple Past Tense

and the Present Perfect Tense?)

2. Kegiatan Inti:

4) Siswa diinstruksikan membaca beberapa kalimat Simple Past Tense &

Present Perfect Tense yang didistribusikan melalui WA group.

5) Siswa diminta untuk mengelompokkan kalimat mana yang termasuk

Simple Past Tense atau Present Perfect Tense.

6) Siswa dan guru membahas kalimat – kalimat yang telah dikelompokkan

tersebut melalui diskusi grup pada WA Group.

7) Siswa diinstruksikan untuk membuat sebuah percakapan menggunakan

Simple Past Tense dan Present Perfect Tense.

8) Siswa mengumpulkan latihan yang telah dibuat melalui Google Classroom

50

menit


4) Guru dan siswa melakukan refleksi pembelajaran terkait dengan topik yang

dipelajari. “What do you think about today’s lesson?”



10

menit

APPENDIX 4


(RPP)




Materi Pokok : Recount text


A. Kompetensi Dasar

3.7 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa

teks recount lisan dan tulis dengan memberi dan meminta informasi terkait

peristiwa bersejarah sesuai dengan konteks penggunaannya.

4.7 Teks recount – peristiwa bersejarah

4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur

kebahasaan teks recount lisan dan tulis terkait peristiwa bersejarah

4.7.2 Menyusun teks recount lisan dan tulis, pendek dan sederhana, terkait

peristiwa bersejarah, dengan memperhatikan fungsi sosial, struktur teks, dan

unsur kebahasaan, secara benar dan sesuai konteks


1 Siswa mampu membedakan fungsi sosial, struktur teks, dan unsur

kebahasaan beberapa teks recount, dengan memberi dan meminta

informasi terkait peristiwa bersejarah, sesuai dengan konteks

penggunaannya melalui diskusi kelas.


struktur teks, dan unsur kebahasaan teks recount melalui latihan soal.

3 Siswa mampu menyusun teks recount, lisan dan tulis, pendek dan

sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaan, secara benar dan sesuai konteks.



Classroom)



2 Power Point

3 Contoh teks recount


Pembukaan:



(WA) Grup.

3) Guru menstimulus siswa melalui gambar dan beberapa pertanyaan terkait

dengan materi pembelajaran yang akan dipelajari (Please pay attention to

this picture. What type of text do you think it is?)

10

menit

Kegiatan Inti:

1) Siswa mengamati Power Point mengenai materi pembelajaran teks recount

melalui Google Classroom selama lima belas menit.

50

menit

2) Siswa menyimak penjelasan singkat yang diberikan oleh guru mengenani

struktur penulisan, unsur kebahasaan, beserta contoh teks recount melalui

Whatsapp group voice note.



group.

4) Siswa dibagikan sebuah teks recount singkat berjudul “The Youth Pledge”

oleh guru melalui WA group. Siswa membaca teks tersebut selama 5 menit.

5) Siswa dan guru melakukan tanya-jawab untuk menguji pemahaman siswa

mengenai struktur teks dan isi teks recount yang dibagikan sebelumnya.

6) Siswa menjawab pertanyaan guru secara individual. Siswa yang dapat

menjawab pertanyaan guru akan mendapat nilai tambah sebagai bentuk

apresiasi.

7) Siswa diberikan teks recount lain tentang kejadian bersejarah berjudul

“Japanese occupation of Indonesia”.

8) Siswa diminta menjawab beberapa pertanyaan terkeait isi teks tersebut.

9) Siswa menuliskan jawaban mereka dan dikumpulkan pada Google

Classroom mereka masing-masing.

Kegiatan Penutup:





10

menit

Lampiran 1

A. Tes Pengetahuan

1. What is the text about?

2. Which of the following paragraphs of text is an event in the story?

3. Which of the following paragraphs of text is the orientation of the story?

Japanese occupation of Indonesia

The Japanese occupation of Indonesia took place during World War II, to be

precise in 1942 to 1945. Japanese invasion of Indonesia began in December 1941,

then in March 1942 Japan actually took over Indonesia after defeating the Dutch.

During the Japanese occupation, many Indonesians were tortured and

subjected to slavery, arbitrary arrests, executions, and many other war crimes. Many

people are forced to become laborers called romusha. Most of the romusha suffered

from hunger and disease that caused death.

In March 1945, Japan formed an Indonesian independence committee and

promised to grant independence to Indonesia. However, before Japan fulfilled that

promise, Japan surrendered to the US following the bombing of Hiroshima and

Nagasaki. To take the momentum of the government vacuum, Indonesia proclaimed

independence on August 17, 1945.

That was the end of the Japanese occupation which reportedly killed four

million Indonesians during that period.

4. When did Japanese come to Indonesia?

5. How long has Japanese occupied Indonesia?

Lampiran 2

Rubrik Penilaian

Skor: 𝐒𝐤𝐨𝐫 𝐩𝐞𝐫𝐨𝐥𝐞𝐡𝐚𝐧

𝐒𝐤𝐨𝐫 𝐦𝐚𝐤𝐬𝐢𝐦𝐚𝐥 𝐗 𝟏𝟎𝟎

No Aspek yang dinilai Kriteria Skor

1

Tujuan komunikatif

Sangat memahami 4

Cukup memahami 3

Kurang memahami 2

Tidak memahami 1

2

Keruntutan teks

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

3

Pilihan Kosa Kata

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

4

Penulisan kosa kata

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

5

Kerapihan tulisan

Tulisan rapih dan mudah terbaca 4

Tulisan cukup rapih dan mudah terbaca 3

Tulisan tidak rapih, namun bisa terbaca 2

Tulisan tidak rapih dan berantakan 1


(RPP)






A. Kompetensi Dasar

3.7 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

recount lisan dan tulis dengan memberi dan meminta informasi terkait










kebahasaan beberapa teks recount, dengan memberi dan meminta informasi

terkait peristiwa bersejarah, sesuai dengan konteks penggunaannya melalui

diskusi kelas.



3 Siswa mampu menyusun teks recount, lisan dan tulis, pendek dan sederhana,

dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,




Classroom)








(WA) Grup.

3) Guru menstimulus siswa melalui beberapa pertanyaan untuk mengulas

kembali materi pembelajaran sebelumnya (Let’s review the previous

material. What is the generic structure of recount text?)

10

menit

2. Kegiatan Inti:

1) Siswa dibagikan sebuah teks recount peristiwa bersejarah tentang “The

General Offensive of 1 March”

50

menit

2) Siswa diinstruksikan untuk membaca contoh teks recount yang

didistribusikan melalui WA group selama kurang lebih lima menit.

3) Siswa dan guru berdiskusi mengenai struktur penulisan dan unsur

kebahasaan yang digunakan dalam teks tersebut (grammar, adverb of time,

pronoun).

4) Siswa dan guru melakukan tanya-jawab terkait teks tersebut melalui

vasilitas WA group.



apresiasi.

6) Siswa diinstruksikan untuk membuat sebuah teks recount singkat tentang

peristiwa bersejarah secara individu.


sebelum tenggat waktu.






10

menit

Lampiran 1

B. Tes Keterampilan

Make a simple recount text about any kind historical event then please submit

your work in exercise section on time!

Lampiran 2

Rubrik Penilaian

Keterampilan menulis

(Writing Skill)

No Aspek yang

dinilai

Kriteria Skor

1

Keaslian

penulisan

Sangat asli 4

Cukup asli 3

Kurang asli 2

Tidak asli 1

2

Keruntutan teks

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

3

Pilihan Kosa

Kata

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

4

Penulisan kosa

kata

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

5

Kerapihan

tulisan





Skor: Skor perolehan

Skor maksimal X 100

APPENDIX 5


(RPP)




Materi Pokok : Narrative text


A. Kompetensi Dasar


teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait

legenda rakyat, sederhana, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur

kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.



kebahasaan beberapa teks narrative, dengan memberi dan meminta

informasi terkait legenda rakyat, sesuai dengan konteks penggunaannya

melalui diskusi kelas.


struktur teks, dan unsur kebahasaan teks narrative melalui latihan soal.

3 Siswa mampu menyusun teks narrative, lisan dan tulis, pendek dan





Classroom)



2 Power Point


Kegiatan Pembukaan:



(WA) Grup.

3) Guru menstimulus siswa melalui video narrative story dan beberapa

pertanyaan terkait dengan materi pembelajaran yang akan dipelajari

(Please pay attention to this video. What is the video about?)

10

menit

Kegiatan Inti:

1) Siswa mengamati Power Point tentang narrative text yang dibagikan

melalui Google Classroom.

2) Siswa mennyimak penjelasan yang diberikan oleh guru mengenani struktur

penulisan, unsur kebahasaan, beserta contoh teks narrative.


belum dihadapi dalam materi pembelajaran melalui fasilitas WA group.

50

menit

4) Siswa dibagi menjadi empat kelompok yang masing-masing terdiri dari 8-

9 siswa. Kemudian setiap kelompok diinstruksikan untuk membaca

masing-masing satu paragraph dari sebuah teks narrative berjudul Timun

Emas yang didistribusikan melalui WA group selama kurang lebih sepuluh

menit.

5) Setiap perwakilan kelompok kemudian menjelaskan ide pokok dan isi dari

setiap paragraph yang mereka baca.

6) Siswa dan guru melakukan tanya jawab terkait teks narrative yang telah

dijelaskan masing-masing kelompok.



apresiasi.

8) Siswa diberikan teks narrative lain tentang cerita rakyat Malinkundang.

9) Siswa diminta mencari ide poko cerita tersebut beserta menjawab beberapa

pertanyaan terkeait isi cerita tersebut.



Kegiatan Penutup:





10

menit

Lampiran 1

A. Tes Pengetahuan

Malin Kundang

Once upon a time, in a small village near the coast in West Sumatra, there lived

Malin Kundang and his mother. Malin Kundang is a healthy, diligent, and strong

child. He used to go sailing to catch fish. One day, when Malin Kundang was sailing,

he saw a merchant ship being attacked by pirates. He helped the merchant to defeat

pirates. The merchant was very happy and thanked him. In return, the merchant

invited Malin Kundang to sail with him. Malin Kundang agreed and left his mother

alone.

Years later, Malin Kundang became wealthy. He also has a beautiful wife. While

he was sailing, his ship landed on the beach near his hometown. The villagers

recognized him. News of his arrival spread quickly in the city; "Malin Kundang

become wealthy and now he's here".

His mother, who heard the news, ran to the beach to meet Malin Kundang.

Unfortunately, when his mother arrived, Malin Kundang did not want to

acknowledge his poor and old mother.Finally, she cursed Malin Kundang that he

would turn to stone if he didn't apologize. Malin Kundang just laughed and still

didn't want to acknowledge his mother. Suddenly a storm came, a bolt of lightning

struck Malin Kundang and turned him into a stone.

1. What is the main idea of the text?

2. Why did Malin Kundang refuse to acknowledge his mother?

3. Where did this story take place?

4. What happened to Malin Kundang after he refused to acknowledge his mother?

5. Which paragraph is the orientation of the story?

Lampiran 2

Rubrik Penilaian


Skor maksimal X 100


1

Tujuan komunikatif

Sangat memahami 4

Cukup memahami 3

Kurang memahami 2

Tidak memahami 1

2

Keruntutan teks

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

3

Pilihan Kosa Kata

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

4

Penulisan kosa kata

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

5

Kerapihan tulisan






(RPP)






A. Kompetensi Dasar


naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda

rakyat, sederhana, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.












Whats App, YouTube Lembar Penilaian & Lembar Kerja Siswa (melalui Google

Classroom)



2 PowerPoint

3 Video teks narrative


Kegiatan Pembukaan:



(WA) Grup.



material. What is the generic structure of narrative text?)

10

menit

Kegiatan Inti:

1) Siswa mendengarkan Power Point tentang jenin-jenis narrative text yang

dibagikan melalui Google Classroom.

2) Siswa menyimak penjelasan guru mengenai jenis-jenis narrative text.



50

menit

4) Siswa menyimak sebuah video narrative tentang legenda rakyat

Sangkuriang untuk dipahami isinya.

5) Siswa mendiskusikan bagian-bagian struktur teks cerita tersebut dan

melakukan tanya-jawab terkatit isi cerita yang disajikan dalam video

tersebut.

6) Siswa dan guru melakukan diskusi dan tanya-jawab melalui fasilitas WA

grup.

7) Siswa yang dapat menjawab pertanyaan guru akan mendapat nilai tambah

sebagai bentuk apresiasi.

8) Siswa diinstruksikan untuk membuat sebuah teks narrative singkat

tentang peristiwa bersejarah secara individu.



Kegiatan Penutup:





10

menit

Lampiran 1

A. Tes Keterampilan

Make a simple narrative text, then please submit your work in exercise section

on time!

Lampiran 2

Rubrik Penilaian


(Writing Skill)


1

Keaslian penulisan

Sangat asli 4

Cukup asli 3

Kurang asli 2

Tidak asli 1

2

Keruntutan teks

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

3

Pilihan Kosa Kata

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

4

Penulisan kosa kata

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1



5 Kerapihan tulisan Tulisan tidak rapih, namun bisa terbaca 2



Skor maksimal X 100

APPENDIX 6


(RPP)






A. Kompetensi Dasar

3.6 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi

transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta

informasi terkait keadaan/tindakan/ kegiatan/kejadian yang dilakukan/terjadi

di waktu lampau yang merujuk waktu terjadinya dan kesudahannya, sesuai

dengan konteks penggunaannya. (Perhatikan unsur kebahasaan simple past

tense vs present perfect tense)




terjadinya dan kesudahannya, dengan memperhatikan fungsi sosial, struktur teks, dan

unsur kebahasaan yang benar dan sesuai konteks


1 Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan

beberapa teks interaksi transaksional, dengan memberi dan meminta

informasi terkait keadaan, atau kegiatan, yang terjadi di waktu lampau,

dengan memperhatikan penggunaan simple past tense dan present perfect

tense melalui diskusi kelas.



mengandung simple past tense dan present perfect tense melalui latihan soal.

3 Siswa mampu menyusun teks interaksi transaksional simple past tense dan

present perfect tense, lisan dan tulis, pendek dan sederhana, dengan




Whats App, YouTube, Quizizz, Lembar Penilaian & Lembar Kerja Siswa

(melalui Google Classroom)








(WA) Grup.


materi pembelajaran yang akan dipelajari (Please pay attention to these

two sentences. Do you know what the difference is between the two

10

menit

sentences?)

2. Kegiatan Inti:

1) Siswa mengamati video materi Simple Past Tense & Present Perfect Tense

melalui YouTube selama lima belas menit.



Group.

3) Siswa diinstruksikan untuk menjawab latihan soal Simple Past Tense &

Present Perfect Tense melalui Quizizz.

4) Siswa diinstruksikan untuk membuat masing-masing 5 kalimat Simple Past

Tense dan Present Perfect Tense.


50

menit






10

menit


(RPP)






A. Kompetensi Dasar

3.6 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi

transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta

informasi terkait keadaan/tindakan/ kegiatan/kejadian yang dilakukan/terjadi

di waktu lampau yang merujuk waktu terjadinya dan kesudahannya, sesuai

dengan konteks penggunaannya. (Perhatikan unsur kebahasaan simple past

tense vs present perfect tense)




terjadinya dan kesudahannya, dengan memperhatikan fungsi sosial, struktur teks, dan

unsur kebahasaan yang benar dan sesuai konteks


1 Siswa mampu menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan

beberapa teks interaksi transaksional, dengan memberi dan meminta

informasi terkait keadaan, atau kegiatan, yang terjadi di waktu lampau,

dengan memperhatikan penggunaan simple past tense dan present perfect

tense melalui diskusi kelas.



mengandung simple past tense dan present perfect tense melalui latihan soal.

3 Siswa mampu menyusun teks interaksi transaksional simple past tense dan

present perfect tense, lisan dan tulis, pendek dan sederhana, dengan




Whats App, Quizizz, Lembar Penilaian & Lembar Kerja Siswa (melalui Google

Classroom)



2 Contoh kalimat Simple Past Tense & Present Perfect Tense





(WA) Grup.


materi pembelajaran yang akan dipelajari (Let's review the previous

material. Please write down one sentence that uses the Simple Past Tense

10

menit

and the Present Perfect Tense?)

2. Kegiatan Inti:

1) Siswa diinstruksikan membaca beberapa kalimat Simple Past Tense &

Present Perfect Tense yang didistribusikan melalui WA group.

2) Siswa diminta untuk mengelompokkan kalimat mana yang termasuk

Simple Past Tense atau Present Perfect Tense.

3) Siswa dan guru membahas kalimat – kalimat yang telah dikelompokkan

tersebut melalui diskusi grup pada WA Group.

4) Siswa berlatih menjawab soal-soal Simple Past Tense & Present Perfect

Tense melalui Quizizz

5) Siswa diinstruksikan untuk membuat masing-masing 5 kalimat Simple

Past Tense dan Present Perfect Tense.


50

menit






10

menit

APPENDIX 7


(RPP)






A. Kompetensi Dasar


teks recount lisan dan tulis dengan memberi dan meminta informasi

terkait peristiwa bersejarah sesuai dengan konteks penggunaannya.


4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks recount lisan dan tulis terkait peristiwa bersejarah


peristiwa bersejarah, dengan memperhatikan fungsi sosial, struktur teks,

dan unsur kebahasaan, secara benar dan sesuai konteks



kebahasaan beberapa teks recount, dengan memberi dan meminta

informasi terkait peristiwa bersejarah, sesuai dengan konteks

penggunaannya melalui diskusi kelas.



3 Siswa mampu menyusun teks recount, lisan dan tulis, pendek dan




Whats App, Quizizz, Lembar Penilaian & Lembar Kerja Siswa (melalui

Google Classroom)



2 Power Point



Kegiatan Pembukaan:


2) Guru melakukan orientasi, apersepsi dan motivasi melalui WhatsApp (WA)

Grup.


dengan materi pembelajaran yang akan dipelajari (Please pay attention to this

text. What type of text do you think it is?)

10

menit

Kegiatan Inti:

1) Siswa mengamati Power Point mengenai materi pembelajaran teks recount

melalui Google Classroom selama lima belas menit.

2) Siswa menyimak penjelasan singkat yang diberikan oleh guru mengenani

50

menit

struktur penulisan, unsur kebahasaan, beserta contoh teks recount melalui

Whatsapp group voice note.


dihadapi dalam memahami materi pembelajaran melalui fasilitas WA group.

4) Siswa dibagikan sebuah teks recount singkat berjudul “The Youth Pledge”

oleh guru melalui WA group. Siswa membaca teks tersebut selama 5 menit.

5) Siswa dan guru melakukan diskusi mengenai bagian-bagian struktur teks

recount text yang dibagikan sebelumnya.

6) Siswa diinstruksikan untuk membuka link Quizizz yang dibagikan guru untuk

mengerjakan latihan soal. Quizizz dikerjakan oleh siswa selama 20 menit.

7) Siswa dengan skor Quizizz tertinggi akan diberikan nilai apresiasi oleh guru.

Kegiatan Penutup:





10

menit

Lampiran 1

Contoh Recount Text

The Youth Pledge

The Youth Pledge on 28 October 1928 was a declaration made by young

Indonesian nationalists. This declaration was proclaimed in the Second Youth

Congress. There are three points covered in the declaration, which are one

motherland, one nation, and one language.

The first Indonesia Youth Congress was held in 1926. It was held in Batavia,

which was the capital of the Dutch East Indies. In the first congress, there were no

formal decisions made but it promoted the idea of a united country. The

second congress was held in October 1928. This congress was held at three

locations. The first session was held to inspire the feeling of unity. The second

session discussed education and the third or the final session participants heard for

the first time the Indonesian national anthem created by Wage Rudolf Supratman.

The third session closed with a youth pledge reading.

At that time, the Youth Pledge was used for boosting the Indonesian army’s

spirit. With the unity of the young nationalists, the Indonesian independence

fighters got more motivation to fight against the colonialists.

Up to today, the date when the youth pledge was made is still remembered

and celebrated. Many historians said that the Youth Pledge and the youth congress

are one of the most important moments for Indonesia.


(RPP)






A. Kompetensi Dasar


recount lisan dan tulis dengan memberi dan meminta informasi terkait










kebahasaan beberapa teks recount, dengan memberi dan meminta informasi

terkait peristiwa bersejarah, sesuai dengan konteks penggunaannya melalui

diskusi kelas.



3 Siswa mampu menyusun teks recount, lisan dan tulis, pendek dan sederhana,

dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan,




Google Classroom)








(WA) Grup.

3) Guru menstimulus siswa melalui beberapa pertanyaan tentang recount text

yang telah dipelajari pada pertemuan sebelumnya.

10

menit

2. Kegiatan Inti:

1) Siswa dibagikan sebuah teks recount peristiwa bersejarah tentang

“Indonesia Proclamation”

2) Siswa diinstruksikan untuk membaca contoh teks recount yang

didistribusikan melalui WA group selama kurang lebih lima menit.

3) Siswa dan guru berdiskusi mengenai struktur penulisan dan unsur

50

menit

kebahasaan yang digunakan dalam teks tersebut (grammar, adverb of time,

pronoun).

4) Siswa diinstruksikan untuk membuka link Quizizz yang dibagikan oleh

guru untuk menjawab pertanyaan terkait dengan teks yang diberikan

sebelumnya.

5) Siswa dengan skor Quizizz tertinggi akan diberikan nilai apresiasi oleh

guru.

6) Siswa diinstruksikan untuk membuat sebuah teks recount singkat tentang









10

menit

Lampiran 1

A. Tes Keterampilan

Make a simple recount text about any kind historical event then please submit

your work in exercise section on time!

Lampiran 2

Rubrik Penilaian

Keterampilan menulis (Writing Skill)


1

Keaslian penulisan

Sangat asli 4

Cukup asli 3

Kurang asli 2

Tidak asli 1

2

Keruntutan teks

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

3

Pilihan Kosa Kata

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

4

Penulisan kosa kata

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

5

Kerapihan tulisan






Skor maksimal X 100

APPENDIX 8


(RPP)






A. Kompetensi Dasar


















Google Classroom)



2 Power Point


Kegiatan Pembukaan:



(WA) Grup.


dengan materi pembelajaran yang akan dipelajari (Please pay attention to

this text. What type of text do you think it is?)

10

menit

Kegiatan Inti:

1) Siswa mengamati Power Point tentang narrative text yang dibagikan

melalui Google Classroom.

2) Siswa mendengarkan penjelasan yang diberikan oleh guru mengenani

struktur penulisan, unsur kebahasaan, beserta contoh teks narrative.



50

menit

4) Siswa dibagi menjadi empat kelompok yang masing-masing terdiri dari 8-

9 siswa. Kemudian setiap kelompok diinstruksikan untuk membaca

masing-masing satu paragraph dari sebuah teks narrative berjudul Timun

Emas yang didistribusikan melalui WA group selama kurang lebih sepuluh

menit.

5) Setiap perwakilan kelompok kemudian menjelaskan ide pokok dan isi dari

setiap paragraph yang mereka baca.

6) Siswa diminta berlatih menjawab beberapa pertanyaan melalui aplikasi

Quizizz setelah melakukan diskusi. Siswa diberikan waktu untuk

menjawab Quizizz selama 20 menit.


guru.

8) Siswa diberikan teks narrative lain tentang cerita rakyat Malinkundang.

9) Siswa diminta mencari ide poko cerita tersebut beserta menjawab beberapa

pertanyaan terkeait isi cerita tersebut.



Kegiatan Penutup:





10

menit


(RPP)






A. Kompetensi Dasar


















Google Classroom)



2 Teks narrative





(WA) Grup.



material. What is the generic structure of narrative text?)

10

menit

2. Kegiatan Inti:

1) Siswa mendengarkan Power Point tentang jenin-jenis narrative text yang

dibagikan melalui Google Classroom.

2) Siswa menyimak penjelasan guru mengenai jenis-jenis narrative text.



4) Siswa menyimak sebuah video narrative tentang legenda rakyat

Sangkuriang untuk dipahami isinya.

5) Siswa mendiskusikan bagian-bagian struktur teks cerita tersebut

50

menit

6) Siswa diminta berlatih menjawab beberapa pertanyaan melalui aplikasi

Quizizz setelah melakukan diskusi. Siswa diberikan waktu untuk

menjawab Quizizz selama 20 menit.


guru.

8) Siswa diinstruksikan untuk membuat sebuah teks narrative singkat tentang









10

menit

Lampiran 1

A. Tes Keterampilan

Make a simple narrative text, then please submit your work in exercise section

on time!

Lampiran 2

Rubrik Penilaian


(Writing Skill)

No Aspek yang

dinilai

Kriteria Skor

1

Keaslian

penulisan

Sangat asli 4

Cukup asli 3

Kurang asli 2

Tidak asli 1

2

Keruntutan

teks

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

3

Pilihan Kosa

Kata

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

4

Penulisan

kosa kata

Sangat tepat 4

Cukup tepat 3

Kurang tepat 2

Tidak tepat 1

5

Kerapihan

tulisan






Skor maksimal X 100

APPENDIX 9

BLUEPRINT POST TEST

(Multiple Choice Test for Tenth Grade, Second Semester Students)

A. ORIGINAL INSTRUMENT

Class : X / 2nd Semester

Assessment technique : Multiple-choice test

Basic Competency Indicators Material /

Topic

Level of Cognitive

Domain

Number

of Items

C1 C2

3.6 Implementing social functions, text structure, and

linguistic elements of oral and written

transactional interactions that involve the action of

asking and giving information related to

circumstances, actions, or activities that occurred

in the past. (Pay attention to the use of simple past

& present perfect tense)

1. Students are able to

recall specific

information from the

text

Past event

(Simple Past

Tense &

Present Perfect

Tense)

1,2,3 10

2. students are able to

identify sentences that

indicate past activities

and present perfect

sentences

6,7


predict the correct

expression used to

complete a dialogue

4,5,8


state the correct

expressions used to

express something that

happened in the past

9,10

3.7 Distinguish social functions, text structure, and

linguistic elements of several oral and written

recount texts by providing and requesting

information regarding historical events.


recall the important


text

Recount text 11,12,13,20 10


interpret the meaning

of a sentence or word

14, 16


classify the type of

text

15


distinguish the correct

and incorrect

information based on

the text

17,18


conclude the

information contained

in the text

19

3.8 Distinguish social functions, text structure, and


narrative texts by providing and requesting

information regarding simple folk legend.




text

Narrative text 22,24,25 10


interpret the meaning

of a sentence or word

23,29


classify the type of text

26



and incorrect


the text

21,28,30


conclude the

information contained

in the text

27

Total Number of Item 30

The blueprint was created based on basic competencies 3.6 to 3.8 for tenth-grade students. These basic competencies specifically

describe the social function, text structure, and language features of past events, recount texts, and narrative texts. The assessment

instrument used was a multiple-choice test consisting of 30 questions. As seen in the table above, there were four to five indicators for

each basic competency, each competency represented by ten questions. The cognitive levels emphasized in this test were C1 and C2.

B. FINAL INSTRUMENT

FINAL BLUEPRINT

Basic Competency Indicators Material /

Topic

Level of Cognitive

Domain

Number

of Items

C1 C2

3.6. Implementing social functions, text structure, and

linguistic elements of oral and written transactional

interactions that involve the action of asking and

giving information related to circumstances, actions,

or activities that occurred in the past. (Pay attention

to the use of simple past & present perfect tense)


recall specific


text

Past event

(Simple Past

Tense &

Present Perfect

Tense)

2,3 8

2. students are able to

identify sentences that

indicate past activities

6,7

and present perfect

sentences


predict the correct

expression used to

complete a dialogue

4,5,8


state the correct

expressions used to

express something that

happened in the past

10

3.7. Distinguish social functions, text structure, and


recount texts by providing and requesting

information regarding historical events.




text

Recount text 11,12,13,20 6


interpret the meaning of

a sentence or word

16



and incorrect


the text

18

3.8.Distinguish social functions, text structure, and


narrative texts by providing and requesting

information regarding simple folk legend.




text

Narrative text 22,24 5


interpret the meaning of

a sentence or word

29



and incorrect


the text

21,28

Total Number of Item 19

APPENDIX 10

Expert Judge Sheet

Instrument: Multiple Choice Test

Expert Judge: Prof. Dr. Ni Nyoman Padmadewi, M. A

No Response Comments

Relevant Irrelevant

1.

2.

3.

4.

5.

6.

7. Please check the grammar

8. Please check the grammar

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

Singaraja, 6 January 2021

Expert Judge I

Prof. Dr. Ni Nyoman Padmadewi, M. A.

Expert Judge Sheet

Instrument: Multiple Choice Test

Expert Judge II: Kadek Sintya Dewi, S.Pd., M.Pd.

No Expert Response Suggestion

Relevant Irrelevant

1.

2.

3.

4.

5.

6.

7.

8.

9. space control

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25. space control

26.

27.

28.

29.

30.

Singaraja, 6 January 2021

Expert Judge II

Kadek Sintya Dewi, S.Pd., M.Pd.

APPENDIX 11

A. ORIGINAL INSTRUMENT

This text is for number 1 to 3.

1. Where did the writer go?

A. Surabaya. C. Bandung. E. Bali.

B. Semarang. D. Jakarta.

2. How did the writer go on vacation?

A. By car. C. By ship. E. By foot.

B. By train. D. By plane.

3. What did the writer do before went home?

A. Bought a ticket.

B. Play some games.

C. Met a fake ghost.

D. Went to a haunted house.

E. Bought some souvenirs.

Amy : Hi John, I haven’t ____ you for ages. Where have you been?

John : Hi, Amy I have just visited my grandparents overseas

4. What is the most appropriate word to complete the sentence?

A. see C. saw E. seeing

B. seen D. seem

Sam : Hi Ben, would you like to join us for lunch?

Ben : No, I ________.

5. What is the most appropriate response to complete the sentence?

A. have just eaten my lunch.

B. had just eaten my lunch.

C. has just eaten my lunch.

D. hasn’t eaten my lunch.

E. haven’t eaten my lunch.

Police : Hello, I’m Edward, a police officer in this area. What can I help you?

Maria : I have lost my wallet and phone.

6. What tense is used in underlined sentences?

A. Simple past tense

B. Present perfect continuous

C. Present perfect tense

D. Present continuous tense

E. Simple present tense

Mark : “Lucas, you look extremely happy today, what happened?”

Lucas : “My father bought a new car for me.”


A. Past perfect continuous.

B. Past continuous.

During the school holiday, I went to Bandung with my sister. We

went to Bandung by plane. In Bandung, we went to an amusement

park called Trans Studio. The amusement park was very crowded.

There were lots of games and rides. After we bought the ticket, we

tried many rides and went to the haunted house. I was terrified

when I met the fake ghosts. Before we went home, we bought some

souvenirs for our parents.

C. Simple past.

D. Simple future.

E. Past perfect.

Justin : “I haven’t got the report on the seminar held last week”

Grace : “I’m sure, _____________ yesterday.”

8. What is the most appropriate response to complete the dialogue?

A. it put on your desk

B. it is being put on your desk

C. it was putting on your desk

D. it was put on your desk

E. it were put on your desk

This incomplete text is for number 9 and 10.

9. A. has traveled C. had travelled E. travel

B. have travelled D. traveled

10. A. studied C. have studied E. had been studied

B. had studied D. has studied

This text is for questions number 11 to 15.


A. History of Bandung Lautan Api Monument

B. History of Barisan Rakyat Indonesia

C. History of Halo – Halo Bandung

D. History of Bandung Lautan Api

E. History of local people of Bandung

12. Where the war between the Bandung people and the British troops occurred?

A. In West Java

B. In Bandung city

C. In South Bandung

D. In Dayeuh Kolot Village

E. In Bandung Lautan Api monument

Mark (9) _______ the world. He used to travel with

his family. They have met lots of people from different

countries. And they (10) ______various foreign

languages.

Bandung Lautan Api is the Bandung city fire tragedy that occurred on

March 24, 1946. Bandung was deliberately burned by Indonesian soldiers

and residents to keep the British from controlling Bandung. Within seven

hours, around 200,000 Bandung residents burned their homes. Black

smoke billowed high in the air everywhere. When the British army began

to attack there was a very fierce war. The biggest battle took place in

Dayeuh Kolot Village, in South Bandung, where there is a large British

ammunition depot. In this battle, Barisan Rakyat Indonesia succeeded in

destroying an ammunition store belonging to the British army. This

incident inspired the creation of the famous song "Halo-Halo Bandung" to

commemorate what happened in Bandung. Besides, the people of Bandung

also built the Bandung Lautan Api monument.

13. Why did they create Halo – Halo Bandung?

A. To entertain listeners

B. To retell the story of Bandung Lautan Api

C. To commemorate the tragedy in Bandung

D. To describe the Bandung Lautan Api tragedy

E. To encourage the people of Bandung

“Bandung was deliberately burned by Indonesian soldiers…”

14. The underlined word has the closest meaning to…

A. accidentally

B. intentionally

C. coincidentally

D. unwittingly

E. fortuitously

15. What is the type of the text above?

A. Description C. Recount E. Report

B. Procedure D. Narrative


16. The underlined word has the closest meaning to …

A. depress C. motivate E. calm

B. advocate D. help

17. Which of the following statements is true based on the text?

A. Heroes' Day is celebrated to commemorate Indonesia's independence

B. More British soldiers died than the Indonesian people

C. November 10 is commemorated to remember Bung Tomo's bravery.

D. Many Surabaya residents died in The Battle of Surabaya

E. Heroes' Day is only celebrated in Surabaya

18. Why the Battle of Surabaya hindered Indonesia's struggle for independence?

A. Because Indonesia lost many weapons in the battle.

B. Because many Indonesian people died.

C. Because Bung Tomo was captured by British soldiers.

D. Because Indonesia soldiers were defeated.

E. Because Indonesia has no heroes.

19. What does the text above discuss?

A. The Battle of Surabaya residents.

B. The history behind Indonesia's Heroes Day.

C. The Indonesian revolution was led by Bung Tomo.

In commemoration of the Battle of Surabaya, every November 10

the Indonesian people commemorate Heroes' Day. Heroes' Day is

commemorated in memory of the bloody battle between the

Indonesian people and British soldiers in Surabaya which killed

16,000 Indonesians and 2000 British soldiers. Bung Tomo was a

well-known revolutionary leader who played a very important

role in this battle. The Battle of Surabaya caused Indonesia to lose

weapons that hindered the country's struggle for independence.

However, this battle encouraged the Indonesian people to unite

for the country's independence which made this battle very

important to Indonesia's national revolution.

D. The story of Bung Tomo triumph in Surabaya.

E. The attack of British soldiers toward residents of Surabaya.

20. Who is Bung Tomo?

A. The leader who led the citizens of Surabaya in the battle of Surabaya.

B. Indonesian soldiers who participated in the battle of Surabaya.

C. A figure who supports the Indonesian revolution.

D. One of the victims of the fighting in Surabaya.

E. Famous people from Surabaya.


21. Which of the following statement is true about Kbo Iwo?

a. Kbo Iwo did not like to eat.

b. Kbo Iwo is weak and timid.

c. Kbo Iwo has a thin and small body.

d. Kbo Iwo was furious for not being fed.

e. Kbo Iwo only destroyed Balinese houses.

22. Why did Balinese people get angry at Kbo Iwo?

A. Because Kbo Iwo destroyed their barns.

B. Because Kbo Iwo ate Balinese people’s food.

C. Because he damaged their houses and temples.

D. Because he stole Balinese people’s food.

E. Because he dug a very deep well in the village.

“The Balinese people then came together to make plans to oppose Kbo Iwo"

23. What is the antonym of the underlined word?

A. Defeat C. Against E. Kill

B. Support D. Beat

24. What is the name of the lake formed from the well dug by Kbo Iwo?

A. Kbo Iwo Lake

B. Balinese Lake

C. Beratan Lake

D. Tamblingan Lake

E. Batur Lake

25. Based on the story, how did the Balinese people defeat Kbo Iwo?

A. By fooling Kbo Iwo.

B. By attacking Kbo Iwo.

C. By poisoning Kbo Iwo.

D. By punishing Kbo Iwo.

E. By drowning Kbo Iwo.

Once upon a time, there lived in Bali, a giant-like creature named Kbo Iwo. Kbo Iwo really liked to

eat, and the Balinese people had to provide lots of food for him. The problem occurred when the barn

was almost empty, and the harvest was still far away. It made Kbo Iwo furious. In his hunger, he

destroyed all the houses and even all the temples that angered the Balinese.

The Balinese people then came together to make plans to oppose Kbo Iwo. They then asked Kbo Iwo

to build a very deep well and rebuild all the houses and temples he had destroyed. After that, they

promised to feed Kbo Iwo. When he finished, Kbo Iwo was fed so much that he fell asleep in the hole

he dug. Then the villagers began to fill the well and bury Kbo Iwo alive with limestone. Then from the

well appeared water that overflowed to form a lake. The lake is now known as Lake Batur.

This text is for question number 26 to 30.

26. What is the type of text?

A. Description C. Recount E. Report

B. Procedure D. Narrative

27. What is the paragraph above tells about?

A. How Sangkuriang created a lake and a boat.

B. Dayang Sumbi’s plan to mess up Sangkuriang’s work.

C. Dayang Sumbi’s request to Sangkuriang.

D. Sangkuriang’s evil plan to marry Dayang Sumbi.

E. Dayang Sumbi's plan to cancel her marriage to Sangkuriang.

28. Which of the following statement is true based on the text?

A. Sangkuriang managed to accomplish Dayang Sumbi’s request.

B. Dayang Sumbi woke up the rooster to fool the genies.

C. Sangkuriang was sad when his plan was ruined.

D. Dayang Sumbi lighted up the torch to help Sangkuriang.

E. Sangkuriang was furious and burned the boat.

“So, she made up a plan to thwart Sangkuriang.”

29. The underlined word has a similar meaning to…

A. help C. defeat E. assist

B. support D. encourage

30. Which of the following statement is not true based on the text?

A. Sangkuriang was assisted by genies and spirits to build the lake and boat.

B. Dayang Sumbi did not want to marry Sangkuriang.

C. Dayang Sumbi deliberately lit a torch to drive the genies away.

D. Dayang Sumbi wanted Sangkuriang to succeed in fulfilling her request.

E. The boat that was kicked by Sangkuriang turned into a mountain.

Answer Key. 1. C 11. D 21. D

2. D 12. D 22. C

3. E 13. C 23. B

4. B 14. B 24. E

5. A 15. C 25. A

6. C 16. C 26. D

7. C 17. D 27. E

8. D 18. A 28. B

9. A 19. B 29. C

10. C 20. A 30. D

To cancel his marriage to Sangkuriang, Dayang Sumbi asked Sangkuriang to make a lake and

a boat in one night. Sangkuriang agreed with Dayang Sumbi's requests, and with the help of genies

and spirits, Sangkuriang began to build his lake and boat. By midnight he had finished the lake by

damming the Citarum River. It was almost dawn, and he had nearly finished his ship. Meanwhile,

Dayang Sumbi became very anxious when she found out about this. So, she made up a plan to thwart

Sangkuriang. She lighted up torches in the east and woke up the rooster. Then, when the genies and

spirits saw the light and heard the rooster crowing, they thought it was dawn and left Sangkuriang

alone. Without the help of genies and spirits, Sangkuriang could not finish his boat. Sangkuriang was

angry then he kicked his boat. That boat then capsized to form a mountain. The mountain is named

Tangkuban Perahu, which means an overturned boat.

B. FINAL INSTRUMENT

This text is for question number 1 & 2.

1. How did the writer go on vacation?

A. By car. C. By ship. E. By foot.

B. By train. D. By plane.

2. What did the writer do before went home?

A. Bought a ticket.

B. Play some games.

C. Met a fake ghost.

D. Went to a haunted house.

E. Bought some souvenirs.

Amy: Hi John, I haven’t ____ you for ages. Where have you been?

John: Hi, Amy I have just visited my grandparents overseas

3. What is the most appropriate word to complete the sentence?

A. see B. seen C. saw D. seem E. seeing

Sam: Hi Ben, would you like to join us for lunch?

Ben: No, I ________.

4. What is the most appropriate response to complete the sentence?

A. have just eaten my lunch.

B. had just eaten my lunch.

C. has just eaten my lunch.

D. hasn’t eaten my lunch.

E. haven’t eaten my lunch.

Police: Hello, I’m Edward, a police officer in this area. What can I help you?

Maria: I have lost my wallet and phone.


A. Simple past tense

B. Present perfect continuous

C. Present perfect tense

D. Present continuous tense

E. Simple present tense

Mark : “Lucas, you look extremely happy today, what happened?”

Lucas : “My father bought a new car for me.”


A. Past perfect continuous.

B. Past continuous.

C. Simple past.

D. Simple future.

E. Past perfect.

During the school holiday, I went to Bandung with my

sister. We went to Bandung by plane. In Bandung, we

went to an amusement park called Trans Studio. The

amusement park was very crowded. There were lots of

games and rides. After we bought the ticket, we tried

many rides and went to the haunted house. I was

terrified when I met the fake ghosts. Before we went

home, we bought some souvenirs for our parents.

Justin : “I haven’t got the report on the seminar held last week”

Grace : “I’m sure, _____________ yesterday.”

7. What is the most appropriate response to complete the dialogue?

A. it put on your desk

B. it is being put on your desk

C. it was putting on your desk

D. it was put on your desk

E. it were put on your desk

This incomplete text is for number 8.

8. A. has traveled C. had travelled E. travel

B. have traveled D. traveled



A. History of Bandung Lautan Api Monument

B. History of Barisan Rakyat Indonesia

C. History of Halo – Halo Bandung

D. History of Bandung Lautan Api

E. History of local people of Bandung

10. Where the war between the Bandung people and the British troops occurred?

A. In West Java

B. In Bandung city

C. In South Bandung

D. In Dayeuh Kolot Village

E. In Bandung Lautan Api monument

11. Why did they create Halo – Halo Bandung?

A. To entertain listeners

B. To retell the story of Bandung Lautan Api

C. To commemorate the tragedy in Bandung

D. To describe the Bandung Lautan Api tragedy

Mark (8) _______ the world. He used to travel with

his family. They have met lots of people from

different countries. And they have studied various

foreign languages.

Bandung Lautan Api is the Bandung city fire tragedy that occurred on

March 24, 1946. Bandung was deliberately burned by Indonesian soldiers

and residents to keep the British from controlling Bandung. Within seven

hours, around 200,000 Bandung residents burned their homes. Black

smoke billowed high in the air everywhere. When the British army began

to attack there was a very fierce war. The biggest battle took place in

Dayeuh Kolot Village, in South Bandung, where there is a large British

ammunition depot. In this battle, Barisan Rakyat Indonesia succeeded in

destroying an ammunition store belonging to the British army. This

incident inspired the creation of the famous song "Halo-Halo Bandung" to

commemorate what happened in Bandung. Besides, the people of Bandung

also built the Bandung Lautan Api monument.

E. To encourage the people of Bandung


12. The underlined word has the closest meaning to …

A. Depress B. advocate C. motivate D. help E. calm

13. Why the Battle of Surabaya hindered Indonesia's struggle for independence?

A. Because Indonesia lost many weapons in the battle.

B. Because many Indonesian people died.

C. Because Bung Tomo was captured by British soldiers.

D. Because Indonesia soldiers were defeated.

E. Because Indonesia has no heroes.

14. Who is Bung Tomo?

A. The leader who led the citizens of Surabaya in the battle of Surabaya.

B. Indonesian soldiers who participated in the battle of Surabaya.

C. A figure who supports the Indonesian revolution.

D. One of the victims of the fighting in Surabaya.

E. Famous people from Surabaya.


15. Which of the following statement is true about Kbo Iwo?

A. Kbo Iwo did not like to eat.

B. Kbo Iwo is weak and timid.

C. Kbo Iwo has a thin and small body.

D. Kbo Iwo was furious for not being fed.

E. Kbo Iwo only destroyed Balinese houses.

16. Why did Balinese people get angry at Kbo Iwo?

A. Because Kbo Iwo destroyed their barns.

B. Because Kbo Iwo ate Balinese people’s food.

C. Because he damaged their houses and temples.

In commemoration of the Battle of Surabaya, every November 10 the

Indonesian people commemorate Heroes' Day. Heroes' Day is

commemorated in memory of the bloody battle between the Indonesian

people and British soldiers in Surabaya which killed 16,000 Indonesians

and 2000 British soldiers. Bung Tomo was a well-known revolutionary

leader who played a very important role in this battle. The Battle of

Surabaya caused Indonesia to lose weapons that hindered the country's

struggle for independence. However, this battle encouraged the

Indonesian people to unite for the country's independence which made

this battle very important to Indonesia's national revolution.

Once upon a time, there lived in Bali, a giant-like creature named Kbo Iwo. Kbo Iwo really liked to

eat, and the Balinese people had to provide lots of food for him. The problem occurred when the barn

was almost empty, and the harvest was still far away. It made Kbo Iwo furious. In his hunger, he

destroyed all the houses and even all the temples that angered the Balinese.

The Balinese people then came together to make plans to oppose Kbo Iwo. They then asked Kbo Iwo

to build a very deep well and rebuild all the houses and temples he had destroyed. After that, they

promised to feed Kbo Iwo. When he finished, Kbo Iwo was fed so much that he fell asleep in the hole

he dug. Then the villagers began to fill the well and bury Kbo Iwo alive with limestone. Then from the

well appeared water that overflowed to form a lake. The lake is now known as Lake Batur.

D. Because he stole Balinese people’s food.

E. Because he dug a very deep well in the village.

17. What is the name of the lake formed from the well dug by Kbo Iwo?

A. Kbo Iwo Lake B. Balinese Lake C. Beratan Lake

D. Tamblingan Lake E. Batur Lake

This text is for question number 18 & 19.

18. Which of the following statement is true based on the text?

A. Sangkuriang managed to accomplish Dayang Sumbi’s request.

B. Dayang Sumbi woke up the rooster to fool the genies.

C. Sangkuriang was sad when his plan was ruined.

D. Dayang Sumbi lighted up the torch to help Sangkuriang.

E. Sangkuriang was furious and burned the boat.

“So, she made up a plan to thwart Sangkuriang.”

19. The underlined word has a similar meaning to…

A. help

B. support

C. defeat

D. encourage

E. assist

Answer Key. 1. D 11. C

2. E 12. C

3. B 13. A

4. A 14. A

5. C 15. D

6. C 16. C

7. D 17. E

8. A 18. B

9. D 19. C

10. D

To cancel his marriage to Sangkuriang, Dayang Sumbi asked Sangkuriang to

make a lake and a boat in one night. Sangkuriang agreed with Dayang Sumbi's requests,

and with the help of genies and spirits, Sangkuriang began to build his lake and boat.

By midnight he had finished the lake by damming the Citarum River. It was almost

dawn, and he had nearly finished his ship. Meanwhile, Dayang Sumbi became very

anxious when she found out about this. So, she made up a plan to thwart Sangkuriang.

She lighted up torches in the east and woke up the rooster. Then, when the genies and

spirits saw the light and heard the rooster crowing, they thought it was dawn and left

Sangkuriang alone. Without the help of genies and spirits, Sangkuriang could not finish

his boat. Sangkuriang was angry then he kicked his boat. That boat then capsized to

form a mountain. The mountain is named Tangkuban Perahu, which means an

overturned boat.

APPENDIX 12

Validity Table of English Post-Test

No.

Item

Index of

Difficulty

Index of

Discrimination

(%)

Correlation Significance Decision

1 Very easy 11,11 0,392 - Dropped

2 Easy 55,56 0,544 Very

significant

Accepted

3 Very easy 33,33 0,482 Very

significant

Accepted

4 Easy 44,44 0,418 Significant Accepted

5 Intermediate 77,78 0,498 Very

significant

Accepted


significant

Accepted


significant

Accepted



significant

Accepted

10 Intermediate 55,56 0,322 - Dropped

11 Intermediate 55,56 0,404 Significant Accepted

12 Hard 55,56 0,371 Significant Accepted

13 Easy 55,56 0,573 Very

significant

Accepted









22 Easy 55,56 0,470 Very

significant

Accepted


24 Very easy 22,22 0,462 Very

significant

Accepted





29 Easy 44,44 0,499 Very

significant

Accepted


Reliability = 0,83

APPENDIX 13

The Post-test Results of X MIPA 4 (Experimental Group)

No. Student’s Name Score

1 Ahmad Sulthan Habibi Aristo 84,21

2 Akira Rian Satya Dhamma 94,73

3 Alfiero Omega Sucita 94,73

4 Asiyah Malika Pramandani 78,94

5 Cendani Madya Nhingswari 84,21

6 Eileen Kanokkit Halim 68,42

7 Hana Kireina Joy Celline 68,42

8 I Gusti Ayu Talentha Jyotika Kalyani 84,21

9 I Made Dicky Wiryanata Putra 73,68

10 Ida Ayu Jayasri Setiadewi 94,73

11 Ketut Bagus Wedanta Ananda Murti 94,73

12 Ketut Farrel Candra Wijaya 89,47

13 Luh Sawitri Widya Padmanti 84,21

14 Made Andra Laksana Nugraha 89,47

15 Made Dila Ryanda Putri 73,68

16 Made Fredo Dwi Utama 84,21

17 Marcella Putri Zaliyanti 68,42

18 Marsha Dwi Rianti 89,47

19 Muhammad Hengki 84,21

20 Ni Kadek Rosita Dewi 73,68

21 Ni Luh Dewi Swastini 84,21

22 Ni Luh Putu Yuna Alya Putri 78,94

23 Ni Made Elin Sri Artini 100

24 Ni Nyoman Hariasih Adhi Savitri 100

25 Nyoman Ugrasena Astawa 94,73

26 Owens Surya 78,94

27 Putu Sinta Pramastini 78,94

28 Putu Viandhara Gracellya Nasrany 89,47

29 Rista Zahra Nugraha 78,94

30 Russel Andhika Chandra 73,68

31 Sherly 89,47

32 Tiara Maharani Wijaya 78,94

33 Windy Gloria Matuankotta 89,47

34 Wisnu Tridana Handoyo 100

The Post-test Results of X MIPA 6 (Control Group)

No. Student’s Name Score

1 Ayu Made Wiwin Widyasastrini 94,73

2 Chelsea Dewantari 100

3 Gede Pradnyana Putra 84,21

4 Gede Raditya Amodia Ananda 78,94

5 Gusti Ayu Istri Roslinda Dewi 68,42

6 Haura 73,68

7 I Gede Devayana Permana 94,73

8 I Gede Rudi Pradnyana 63,15

9 I Komang Acarya Fernanda 73,68

10 I Made Dwika Putrawan 57,89

11 Kadek Agus Juniarta 89,47

12 Kadek Andi Wijaya 100

13 Kadek Krisna Dwi Darma 78,94

14 Kadek Sri Fredy Sanggrama Wijaya 89,47

15 Kadek Yuzha Prayuda 73,68

16 Ketut Lingga Utama 68,42

17 Ketut Yuda Septyadi 73,68

18 Komang Diva Kusuma Bakti 84,21

19 Komang Reni Virginia 78,94

20 Made Anandha Radya Dananjaya 78,94

21 Made Bagas Dwi Artananta 68,42

22 Made Prasna Dwijaksara 89,47

23 Made Rani Gita Savitri 84,21

24 Nengah Tara Dwi Pratami 63,15

25 Ni Ketut Ari Suci Widyatmi 78,94

26 Ni Made Yuana Chandra Putri 84,21

27 Nyoman Brama Nevananda Yadnya 68,42

28 Nyoman Putri Gyani 73,68

29 Pande Ayu Laksmi Puspita Sari 84,21

30 Putu Arya Maha Rani 57,89

31 Putu Bayu Praja Waisnawa 68,42

32 Putu Liyenta Ditriari 78,94

33 Putu Pradnya Mahayu 73,68

34 Rosalina Putri Robin 78,94

APPENDIX 14

Table of descriptive statistics analysis after treatment

Control Group’s Score Experiment Group’s Score

Mean 78,1694 84,5165

Median 78,94 84,21

Mode 78,94 84,21

Std. Deviation 10,92845 9,24788

Variance 119,431 85,523

Range 42,11 31,58

Minimum 57,89 68,42

Maximum 100,00 100,00

Sum 2657,76 2873,56

APPENDIX 15

EXAMINE VARIABLES=Posttest BY group /PLOT BOXPLOT HISTOGRAM NPPLOT SPREADLEVEL /COMPARE GROUPS /STATISTICS DESCRIPTIVES /CINTERVAL 95 /MISSING LISTWISE /NOTOTAL.

Explore group

Case Processing Summary

group

Cases Valid Missing Total

N Percent N Percent N Percent

Posttest 1,00 34 100,0% 0 0,0% 34 100,0%

2,00 34 100,0% 0 0,0% 34 100,0%

Descriptives

group Statistic Std. Error

Posttest 1,00 Mean 78,1694 1,87421

95% Confidence Interval for Mean

Lower Bound 74,3563 Upper Bound 81,9825

5% Trimmed Mean 78,0832 Median 78,9400 Variance 119,431 Std. Deviation 10,92845 Minimum 57,89 Maximum 100,00 Range 42,11 Interquartile Range 15,79 Skewness ,165 ,403

Kurtosis -,368 ,788

2,00 Mean 84,5165 1,58600

95% Confidence Interval for Mean

Lower Bound 81,2897 Upper Bound 87,7432

5% Trimmed Mean 84,5505 Median 84,2100 Variance 85,523 Std. Deviation 9,24788 Minimum 68,42 Maximum 100,00 Range 31,58 Interquartile Range 11,84 Skewness -,059 ,403

Kurtosis -,844 ,788

Tests of Normality

group

Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig.

Posttest 1,00 ,119 34 ,200* ,969 34 ,431

2,00 ,116 34 ,200* ,949 34 ,118

*. This is a lower bound of the true significance. a. Lilliefors Significance Correction

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

Posttest Based on Mean ,601 1 66 ,441

Based on Median ,539 1 66 ,466

Based on Median and with adjusted df

,539 1 62,837 ,466

Based on trimmed mean ,608 1 66 ,438

Posttest Histograms

Normal Q-Q Plots

Detrended Normal Q-Q Plots

T-TEST GROUPS=group(1 2) /MISSING=ANALYSIS /VARIABLES=Posttest /CRITERIA=CI(.95).

T-Test Group Statistics

group N Mean Std. Deviation Std. Error Mean

Posttest 1,00 34 78,1694 10,92845 1,87421

2,00 34 84,5165 9,24788 1,58600

Independent Samples Test

Levene's Test for Equality of Variances

t-test for Equality of Means

F Sig. t df

Posttest Equal variances assumed ,601 ,441 -2,585 66

Equal variances not assumed

-2,585 64,242


t-test for Equality of Means

Sig. (2-tailed) Mean Difference Std. Error Difference

Posttest Equal variances assumed ,012 -6,34706 2,45521

Equal variances not assumed ,012 -6,34706 2,45521


t-test for Equality of Means 95% Confidence Interval of the Difference

Lower Upper

Posttest Equal variances assumed -11,24905 -1,44507

Equal variances not assumed -11,25155 -1,44256

APPENDIX 16

appendix 1 - repo.undiksha.ac.id

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