LANGUAGE LEARNING ASSESSMENT

PAPER OUTLINE
Supporting Lecturer : I Komang Budiarta, S.Pd.,M.Pd.,M.Hum.

ARRANGED BY :

Ayu Susi Suryanti (1801882030037)

Ni Putu Anggita Pradnyasari (1801882030040)
Sri Dalm Swarga Wisnu Buana (1801882030051)
Pande I Kadek Yudistana (1801882030064)

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
2020
A. Introduction
1. Assessing Listening Theory
Language learning depends on listening since it provides the aural input that serves
as the basis for language acquisition and enables learners to interact in spoken
communication. Listening is the first language mode that children acquire. It provides
the foundation for all aspects of language and cognitive development, and plays a life-
long role in the processes of communication. A study by Wilt (1995) reveals that people
listen 45% of the time they spend while communicating with others. This study is still
widely cited (e.g., Martin, 1999; Strother, 1997).
Further, Wilt found that people spend their time in 30% for speaking, 16% reading,
and 9% writing. That finding confirmed what Rankin discovered in 1998, that people
spent 70% of their waking time communicating and those three-fourths of this time was
spent for listening and speaking According to Bulletin (1998), listening is the
fundamental language skill. It is the medium through which people gain a large portion
of their education, their information, their understanding of the world and of human
affairs, their ideals, sense of values, and their appreciation. In this day of
miscommunication, much of it oral, it is of vital importance that students are taught to
listen effectively and critically.
According to the second language acquisition theory, language input is the most
essential conditions in language acquisition. As an input skill, listening plays a crucial
role in students' language development. Krashen (1995) argues that people acquire
language by understanding the linguistic information they hear. Thus, language
acquisition is achieved mainly through receiving understandable input and listening
ability is the critical component in achieving understandable language input. Given the
importance of listening in language learning and teaching it is essential for language
teachers to help students become effective listeners. In the communicative approach to
language teaching, this means modeling listening strategies and providing listening
practice in authentic situations: precisely those that learners are likely to encounter
when they use the language outside the classroom.

2. Assessing practice
Listeners use metacognitive, cognitive and socio-affective strategies to
facilitate comprehension and to make their learning more effective. Metacognitive
strategies are important because they oversee, regulate or direct the language learning
process. Cognitive strategies manipulate the material to be learned or apply a specific
technique to a listening task. Socio-affective strategies describe the techniques listeners
use to collaborate with others, to verify understanding or to lower anxiety. Research
shows that skilled listeners use more metacognitive strategies than their less-skilled
counterparts (O'Malley & Chamot, 1990, Vandergrift, 1997). When listeners know how
to

a. analyze the requirements of a listening task

 b. activate the appropriate listening processes required
c. make appropriate predictions
d. monitor their comprehension
e. evaluate the success of their approach
They are using metacognitive knowledge for successful listening comprehension.
This is critical to the development of self-regulated learning.

3. Teacher Test (Extensive Listening : Communicative Stimulus-Response Tasks)

Extensive listening emphasizes understanding the essence of overall understanding.

With extensive listening, the students don’t have to translate each word or focus on
grammar rules. Instead, you simply have to try to understand the audio as a whole. The
students will listen to a conversation dialogue or monologue then is asked to respond
to several comprehension questions. The monologue or conversation the subsequent
multiple-choice questions don't mirror communicative, real-life situations around us.

4. The weakness of the teacher test (Extensive Listening : Communicative Stimulus-

Response Tasks)
Extensive listening focuses on longer activities. This may vary from something
that’s a few minutes long to several hours long. Rather than focusing on individual
parts, extensive listening focuses on overall understanding. Extensive listening a
broader and more general understanding is needed. Usually includes the essence or
main idea of what is heard. Usually includes the essence or main idea of what is heard.
So that sometimes the students don't listen twice or even more than three times.
5. Your Test (Selective and Extensive Listening : Sentence Repetition, Note taking , and
Retelling)
We will chose one dialogue and retell the dialogue with short and simple
conversation.
Example :
Direction: Listen to the following conversation carefully. Then make a group of 3
people, then come forward and have the conversation according with what you hear.
After that chose one dialogue and retell the dialogue with short and simple
conversation. The text should fullfil with :
•Grammatical sentence
•Unified and coherence idea
•Good Organization
•Good words choice
Dialogue 1

Adi: Attention, please!

Tono: What's up, Adi?

Adi: I believe everyone has heard about the earthquake which happened in Lombok, right?

Yuna: Yes.

Adi : Do you have Idea what should we do ?

Yuna : I have an idea. What if our class collects money, groceries, or used clothes to be donated
to them. What do you think about it, guys?

Tono: Wow, What a great idea!

Adi: Yeah, I agree with you. I think we should help our friends who are in Lombok.

Tono: But how do we send our donation?

Yuna: My cousin will be a volunteer in Lombok, He will go to Lombok On Sunday. I can ask him
to bring our donation.

Tono: Great. We have to collect our donation as soon as possible.

Adi: Yes, You're right. The due date is on Saturday. Do you get it, guys?

Yuna: Yes!

Tono : hmmm, I think we should tell the other friend and ask for help to

Adi : I think you right, I tell the other about it and we will meet at my house to discuss our plan

Yuna : Okay get it

Dialogue 2

Sarah: Everyone, attention, please!

Luna: What is it?

Sarah: Listen! The school makes a traditional dress contest for Kartini Day.

Nuna: Tell us more about it!

Sarah: So, for those that willing to join the contest, they should dress themselves with traditional
dress and take a walk like a supermodel in front of others. Some teachers will give score for it. Do
you get the point?

Luna: Sure, we do. What about the prize?

Sarah: The winner will be the cover model of our school magazine and get some money. What do
you think about that?
Nuna: Wow! I think it’s an interesting contest. We can introduce our traditional dress and have
some fun at the same time.

Luna: That’s right! I agree with you.

Sarah: So, Nuna…do you want to join it?

Luna: Sure you do. You won’t miss this opportunity, will you?

Nuna: I’d love to. But I don’t have any dress.

Lani: My mother has some. You may choose it freely.

Sarah: Also, my mother has a beauty salon. I’ll give you the help that you need and I have an extra
loud voice to support you and give you the big applause.

Nuna: I don’t think I can repay you, guys. Thank you. I will be forever grateful.

6. The strength of (Selective and Extensive Listening : Sentence Repetition, Note taking
and Retelling)

The taker test is able to choose the most appropriate answer based on certain
information that has been heard. In selective listening, students usually serve to listen
to names, numbers, directions, or certain facts and events. In extensive listening, a
broader and more general understanding is needed. Usually includes the essence or
main idea of what is heard. Sentence repetition emphasizes the ability to remember,
where the test taker will listen to several repetitions of sentences in the text. The
scoring process don’t take a long time, so that the teacher as an assessor would easily
check students' answers. Use comprehension questions aimed at assessing the specific
purpose built into the stimulus.
B. CONSTRUCTION AND ADMINISTRATION OF THE TEST

The name of the test item we use is Selective and Extensive Listening : Sentence
Repetition, Note taking , and Retelling. Then make a group of 3 people, then come forward and
have the conversation according with what you hear. After that chose one dialogue and retell the
dialogue with short and simple conversation

1. The principle:
1. We need to make sure that the tape recorder is as important as the tape.
2. Preparation is very important. The teacher and students must record the tape completely
before they bring it to class. That way, they will be ready for problems, such as, accents,
etc. Students need to be prepared to listen. This means they need to look at pictures, have
a topic conversation, or read a question first.
3. Once is not enough. There is almost no chance when the teacher will play the cassette
only once the students want to hear it again to pick up things they did first.
4. Students must have to remember listening content, not just language. Like reading, the
most important part of listening practice is extracting the meaning, what is there, what
impression it makes on students. Questions like "do you agree?"
5. Various things we want to do by listening to different texts.
6. Good teachers make use of fulfilling texts. If the teacher asks students to invest time and
emotional energy in a listening task, and if they themselves have spent time selecting and
preparing for listening, then it makes sense to use the recording for as many different
listening applications as possible. After the initial playback of the cassette, the teacher
can play it again for various types of learning before using the subject matter, situation or
script for new activities.
Stimulus communicative responses are presented with stimuli monologues or terms and are
then searched for understanding:
1). Chose one dialogue and retell the dialogue with short and simple conversation
2). Authentic dialogue and questions about details.

2. Preparation:
The preparations we will use in the administration of this text illustrate the clear
distinction between the two categories of listening referred to here as problematic, but
perhaps the most obscure division is between selective and listening extensively. As we
gradually move along the continuum from smaller to a wider range of languages and from
micro to macro listening skills. Possibility of using more extensive listening tasks. Some
important questions about design assessment.
On preparation we will prepared a test with as clear as we can so the students can
do the test well. We make sure that all students have already in the class and ready to do the
test
3. Administering:
Defining the purpose. Before considering content and procedure, the teacher must first
determine who is taking the test, why the test is being taken, and how the scores will be
used. Furthermore, the teacher should have a rationale for giving a test at 8 particular point
in the course: Does the test cover a particular part of the unit content? Or should material
currently being studied be saved and tested at a later time when the entire section is
completed?
Listing the topics. Once the purpose and parameters have been established, specific
topics are listed and examined for their relative importance in the section. This is called
representative sampling. For example, if the study of crustaceans comprised approximately
10% of all class work in the section to be tested (including class time and other
assignments), then that topic should comprise approximately 10% of the test. This can be
done either by calculating the number of questions per topic or by weighting different
sections to match class coverage
Listing types of questions. Different types of material calls for different types of test
questions. While multiple choice questions might adequately test a student's knowledge of
essays reveal more about a student's understanding of literature or philosophy.

4. After Administering
After administering the test, teacher must make sure the standardized tests are
designed to be administered under consistent procedures so that the test-taking experience
is as similar as possible across examinees. This similar experience increases the fairness
of the test as well as making examinees' scores more directly comparable. Typical
guidelines related to the test administration locations state that all the sites should be
comfortable, and should have good lighting, ventilation, and handicap accessibility.
Interruptions and distractions, such as excessive noise, should be prevented. The time
limits that have been established should be adhered to for all test administrations. The test
should be administered by trained proctors who maintain a positive atmosphere and who
carefully follow the administration procedures that have been developed.
C. LESSON PLANNING

LESSON PLAN

School : SMP N 2 UBUD

Subject : English

Class / Semester : VIII/1

Topic : - To get attention

-To check understanding

-To show appreciation

- To tell what we and other people think of

something

Time Allotment : 3 x 40

A. Basic Competency and Indicator of Competency Achievement

3.1 Applying social functions, text structure, and linguistic elements of oral and written
interpersonal interactions that involve asking attention, checking understanding,
rewarding performance, asking for and expressing opinions, and responding to them,
according to the context of their use.
1) Identify social function, text structure, and linguistic elements of oral and written
interpersonal interaction that involve asking attention, checking understanding,
rewarding performance, asking for and expressing opinions, and responding to them,
according to the context of their use.
4.1 Compose a very short and simple oral and written interpersonal interaction text that
involves the act of asking for attention, checking understanding, appreciating
performance, and asking and expressing opinions, and responding with attention to social
functions, text structure, and linguistic elements that are correct and in context.
1) Writing a short and simple oral and written interpersonal interaction text that involves
the act of asking for attention, checking understanding, appreciating performance, and
asking and expressing opinions, and responding with attention to social functions, text
structure, and linguistic elements that are correct and in context.
B. Learning Objective
1. When students are given the example of Dialog of Asking attention, checking
understanding, rewarding performance, asking for and expressing opinions and
responding, students can identify the different of social function, generic structure
and lingual according to the context of their use.
 2. Students can make a short and simple oral and written interpersonal interaction text
that involves the act of asking for attention, checking understanding, appreciating
performance, and asking and expressing opinions, and responding with attention to
social functions, text structure, and linguistic elements that are correct and in context.
C. Learning Material
The learning material handout :
1. Structure text
2. Social function
3. Linguistic Elements
4. Dialog text

D. Learning Method
Audio lingual method, Think Pair Share
E. Learning Media
Media : Audio, text
Tools/ material : Speaker, laptop, LCD, stationery and whiteboard
F. Learning Source
G. Learning Activity
1. The first meeting (2x40 minutes)
a. Pre-Activity ( 5 minutes)
In pre-activity, teacher:
• Greets the students
• Teacher checks students’ attendance
• Teacher give the motivation to the students about the material
• Explain the purpose of the lesson or the goal of basic competence
b. Main activity (30 minutes)
1. Observe
In observe activity, teacher:
- Tell students to listen the audio about asking and giving attention and
checking understanding
- Asks students what is the audio talking about
2. Asking
In explore and associate activity, teacher:
- With the teacher’s guidance and direction, students learn about the
different of asking and giving attention and checking understanding
- Give a summary of the content of the dialogue that student had hear
from the audio and tell them about social (worksheet 1)
3. Explore and Associate
In explore and associate activity, teacher :
 - Play the same audio with normal speed and read the dialog with low
speed
- Repetition of each line by the language learners in chorus is the next
step.
- Play another audio with normal speed and told the student to hear
carefully
- dividing them into small groups
- Do the repetition with what they hear
4. Communicate
In communicate activity, teacher :
- Checking the repetition
- Tell the students the correct answers and fix their pronounce

c. Closing activity (5 minute)

In closing activity, teacher:
- With student, conclude the learning material
- With students, identify the obstacles experienced during the learning
process
- Give feedback and learning outcomes
2. The second meeting
a) Pre-Activity ( 5 minutes)
In pre-activity, teacher:
• Greets the students
• Checks students’ attendance
• Asking about previous material and give a motivation
b) Main Activity (30 minutes)
1. Explore and Associate
In Explore and Associate activity, teacher:
• Tell the students to listen the audio conversation about To show
appreciation and to tell what we and other people think of something
• Ask student to write what did they hear and tell them to identifying social
function, textual structure and language elements from worksheet 2 and
answer in individual (Think).
• Divided students into pairs and ask them to discuss what they got (pair).
2. Communicate
In communicate activity, teacher:
• Guide each student to present the results of their discussion (share).
• Ask to pay attention and provide feedback to students.
c) Closing Activity (5 minutes )
• Conclude the material and give some feedback to the students.
• Identify the obstacles experienced during the learning process.
 3. The Third Meeting
d) Pre-Activity ( 5 minutes)
In pre-activity, teacher:
• Greets the students
• Checks students’ attendance
• Asking about previous material and give a motivation
e) Main Activity (25 minutes)
4. Explore and Associate
In Explore and Associate activity, teacher:
• Ask student to listen the audio about all the material from first
meeting and second ,meeting
• Student will retelling what they already hear by write it with their
own words(think)
• Student exchange their assignments with another and discuss it
(pair)
5. Communicate
In communicate activity, teacher:
• Guide each student to present the results of their discussion (share).
• Ask to pay attention and provide feedback to students.
f) Closing Activity (10 minutes )
• Conclude the material and give some feedback to the students.
• Identify the obstacles experienced during the learning process.
• Give assessment sheet to the student.
H. Assessment
a. Technique assessment : written test
b. Instrument : sentence repetition, note-taking and retelling
c. scoring guidelines : answer key and scoring rubric
Assessment table

Basic Competency Technique Instrument Scoring guidelines

assessment

3.1(I)* Written test Sentence repetition Scoring Rubric

3.1(II)* Written test Note- taking Answer key

4.1(III)* Written test Retelling Scoring rubric

*The assessment was carried out at the first second and third meetings

Denpasar,December 13, 2020

Teacher

(Ni Putu Anggita Pradnyasari )

Attachment 1:Handout

UNIT 1
ATTENTION AND CHECKING UNDERSTANDING
1. Attention
Attention is the process that a person concentrates on some features of the environment to the
(relative) exclusion of others. Attention is a general interest that leads people want to know
more. There are two kinds of attention expressions, namely asking for attention and showing
attention.

1. Showing Attention

- Oh, I see.

- Is that all?

- Tell me more about it.

- Oh my God! What happens next?

- What's next?

2. Asking for Attention

- Attention, please!

- May I have your attention, please!

- Your attention, please!

- Excuse me!

- Sorry to trouble you.

- Sorry to bother you.

- Look, what I've got here.

- Look!

- Hey!

- Hey, listen! I have a good news.

 - Hi, guess! I got an interesting news.

- Listen! I have something to tell you.

If someone asks for attention, the answers that can be pronounced are as follows:

- Yes, please

- All right.

- Certainly.

- What's that? Tell me, please.

2. Checking for understanding

Checking for undersanding is an expression or expression used to check the understanding of
someone or our interlocutor about what we convey to him. The response given can be positive
(understand) or negative (do not understand).
1. Checking for understanding (Mengecek Pemahaman)

• Do you know what I mean?

• Do you know what I am saying
• Do you follow me?
• Do you undertand?
• Got it?
• Is it clear?
• Are you following me?

2. Showing understanding (Menunjukkan kepahaman)

• I see
• I understand
• I get it
• Yes
• I understand what you are saying
• I know what you mean
• I’m with you

3. Expressing Lack of Undertanding (Menunjukkan kekurang pahaman/tidak paham)

• I don’t get it
• I’m sorry. What do you mean?
• Excuse me, but I’m not following you
• Again, please
• I don’t understand
• What do you mean?
• I don’t quite follow you

EXAMPLE :

Dialogue

Mr. Fariz: We will make an advertisement today. Do you understand?

Students: Yes, Sir.

Mr. Fariz: What did I say?

Students: We will make an advertisement, sir.

 UNIT 2
APPRECIATION AND OPPINION
1. Showing Appreciation to Others
Showing appreciation is an expression used to give awards or compliments or comments to
someone regarding performance, achievements, and so on. This showing appreciation can also
be called Admiration.

a. Expression of Compliments/Appreciation

➢ Well done!
➢ That’s great!
➢ How beautiful you are!
➢ What a nice shirt!
➢ Nice work!
➢ You’re great!
➢ I appreciate your effort
➢ How clever you are!
➢ I like you ….
b. Responses :

➢ Thank you
➢ That’s very kind of you
➢ Yeah, thanks
➢ It’s nothing
➢ I’m glad you like it
➢ It’s nice of you to say so
➢ Do you really think so?
➢ Many thanks
To give praise or admiration to someone we can use the sentence of admiration by using "How /
What". How or what here does not mean a question word or question word but means "How,
how or truly". Example:

➢ How handsome you are! (Alangkah gantengnya kamu)

➢ How smart you are! (Betapa pintarnya kamu)
➢ How clean this room is! (Sungguh bersih ruangan ini)
➢ What a kind man he is! (Betapa baiknya laki-laki itu)
➢ What a nice t-shirt! (Betapa bagus kaos ini)
 ➢ What an expensive motorcycle it is! (Alangkah mahalnya sepeda motor itu)
➢ What cheap laptops they are! (Sungguh murah laptop-laptop itu)
2. Telling what we or other people think or something

Before we know what is asking and giving opinion, we must know what is opinion first. Opinion
is phrase or sentence that consists of argument, reason or opinion from someone. Asking Opinion
is a sentence which asking opinion or argument to other people to satisfaction. Giving Opinion is
a sentence that gives a reason to someone or other people. So, Asking and Giving Opinion is
expressions that is used for talking about argument or opinion of two or more people. Example
of formal expression:

Student : Miss Lidya, what is your opinion about my result in this semester?

Teacher : I personally think your result in this semester is very good, keep your grades Ananda.

Student : Thank you so much for your information Miss Lidya. I am very glad to hear that.

Examples of informal expression

Dialogue 1

Tegar : What do you think of my new ball?

Reza : I think your ball is nice.

Dialogue 2

Lala : What is your idea about the stars in this night Aisyah?

Nia : Wow.. I think it is very beautiful..

a. Expression of Asking Opinion

There are expressions of asking opinion in two situations:

Formal

• Do you have any idea?

• Do you have any opinion on …
• Do you think is/are …
• Have you got any comments on …
• What is your opinion about….?
• What are you feeling about….?
Informal
 • What do you think of…….?
• What do you think about…?
• What is your idea/opinion…?
• How do you like?
• How do you think of Putu’s idea ?
b. Expression of Giving Opinion

There are expressions of giving opinion in two situations:

Formal

• I personally believe …..

• I personally consider ….
• I personally think /feel ….
• I hold the opinion ….
• Well, personally …
• I assume/guess …
Informal

• I think it’s good/nice/great …

• I think that…
• I think I like it.
• In my opinion …
• In my case …..
• In my mind …..
• I believe …
• If you ask to me, I feel ….
Attachment 2 : worksheet
Worksheet 1
Dialogue 2

Teacher : Attention please!

Student : Yes sir!

Teacher : I will give you some explanation about this theory, so please listen to me.

Student : Sir, may I get your attention please?

Teacher: Yes, what’s wrong?

Student : Can you repeat this part for me?

Dialogue 2

Adam: Doni, please listen to me!.

Doni: What’s wrong? What’s happening?

Adam: I just got the reply about the email that we sent to the TV station!

Doni: Really? Are we gonna be on TV?

Adam : Yes! We will be on TV!

Dialogue 3

Brother : Can you help me?

You : Yes, of course. What can I do for you?

Your brother : Can you go to the bookstore and buy me a pencil, an eraser, a drawing book, a
ruler, and a blue marker, please?

You : Okay.

Brother : Wait. Do you remember what I say?

You : Yes, I do. A pencil, a blue marker, an eraser, a ruler, and a drawing book. Is it right?

Brother : Yes, You are right. Thank you.

You : You’re welcome.

Dialogue 4

Lugo : Sorry to bother you

Etar: It’s Okay. What’s up?

Lugo : Can you tell me how to answer these questions?

Etar: Let me see. First, you must read the text. Then, you read the questions, and focus on the
paragraph. Are you with me?

Lugo : What do you mean by focusing on the paragraph?

Etar: Well, to find the answer to question number 3, you must focus on paragraph two.

Lugo : I see. I know what you mean. Thanks.

Worksheet 2
Dialogue 1

Principle: First of all, I would like to express my deepest gratitude for coming to this meeting.
Today, we will be talking about full-day school issue.

Teacher 1: Despite its good attention, I think it would be too hard for our students.

Teacher 2: I agree. Their age requires plenty time to play and socialize as well.

Principle: Okay, I have written everyone’s opinion. I truly appreciate your thoughts on this matter.

Dialogue 2

[On the phone]

Dad: Lisa, what time will you be back?

Lisa: I think around 9. Thanks for asking.

Dad: Okay. I’ll be waiting with your dinner.

Lisa: Oh, Dad. Are there no limits to your kindness? Love you.

Dialogue 3

Tina : Kania, please help me choosing the best dress to wear tonight.

Kania: Okay. What occasion is it?

Tina: It’s my best friend’s birthday party.

Kania: Oh, I see.

Tina : What do you think about this one?

Kania: Uhmm.. I think it’s too bright. Do you have another color?

Tina: What about this one?

Kania: Oh, that’s nice. I would say it suits your height and skin color.

Tina: Thank you, Kania.

Answer the questions below

The purpose of the

Textual structure Language Elements
dialogue

Dialogue 1

Dialogue 2

Dialogue 3
Worksheet 3
Instruction

1. Please listen to the conversation carefully

2. Make the conversation with your own word but with the same topic
3. The task should fullfil the following criteria :
• Grammatical sentence
• Unified and coherence idea
• Good Organization
• Good words choice
1. You have 25 minutes to finish the text
 Assessment Guidelines

Worksheet

Assessment Guidelines : Worksheet 1

Scoring rubric

Criteria 4 3 2 1 Score
No conspicuous “Foreign accent” Frequent Pronunciation
mispronunciations requires gross errors frequently
concentrated and every unintelligible
listening and heavy accent
Pronunciation mispronunciations make
lead to occasional understanding
misunderstanding difficult,
require
frequent
repetition.
Speech is Speech is Speech is Speech is so
occasionally frequently very slow and halting and
hesitant, with some hesitant and uneven fragmentary
Fluency
unevenness caused jerky; sentences except for that
by rephrasing and may be left short routine conversation
grouping for words uncompleted sentences. is virtually
impossible
Using variety of Using variety of Using limited Using only
vocabulary and vocabulary and vocabulary basic
Vocabulary expression expression but and vocabulary
with error in expression and
word choice expression
Grand Total 10

Assessment Guideline : Worksheet 2

The purpose of the

Textual structure Language Elements
dialogue
Expressing gratitude - I would like to - I would like to…
from principle to the express my deepest
Dialogue 1
teacher - I truly appreciate…
 gratitude for coming
to this meeting.

- I truly appreciate
your thoughts on this
matter.
Showing appreciation
from Lisa to her father Are there no limits Are there no limits
Dialogue 2
to your kindness? to your kindness?

-What do you think - what do you think

about this one?
- I think …
Asking and giving
- I think it’s too
opinion about best
bright - What about …
dress to wear to night
Dialogue 3
- What about this -I would say…
one?

- I would say it suits

your height and skin
color.

Assessing Guideline : worksheet 3

Criteria 4 3 2 1 Score
Ideas Informative Informative Focus needs Topic needs to be
with clear with clear to be developed
focus and focus expanded
supporting and
details supporting
details are
needed
Organization Very well Has a Little Organization is needed
organized; beginning, organization;
easy to middle, needs
read and end transitions
Word Choice Nouns and Use of Needs Little to no use of specific
verbs make nouns and specific nouns and verbs
essay verbs nouns and
informative verbs; too
general
Grammatical Zero errors Few errors Several Many errors make it hard
errors to read
Grand Total 10
 ASSESSMENT SHEET

listen to the following conversation carefully:

Dialogue 1

Adi: Attention, please!

Tono: What's up, Adi?

Adi: I believe everyone has heard about the earthquake which happened in Lombok, right?

Yuna: Yes.

Adi : Do you have Idea what should we do ?

Yuna : I have an idea. What if our class collects money, groceries, or used clothes to be donated
to them. What do you think about it, guys?

Tono: Wow, What a great idea!

Adi: Yeah, I agree with you. I think we should help our friends who are in Lombok.

Tono: But how do we send our donation?

Yuna: My cousin will be a volunteer in Lombok, He will go to Lombok On Sunday. I can ask
him to bring our donation.

Tono: Great. We have to collect our donation as soon as possible.

Adi: Yes, You're right. The due date is on Saturday. Do you get it, guys?

Yuna: Yes!

Tono : hmmm, I think we should tell the other friend and ask for help to

Adi : I think you right, I tell the other about it and we will meet at my house to discuss our plan

Yuna : Okay get it

Dialogue 2

Sarah: Everyone, attention, please!

Luna: What is it?

Sarah: Listen! The school makes a traditional dress contest for Kartini Day.

Nuna: Tell us more about it!

Sarah: So, for those that willing to join the contest, they should dress themselves with traditional
dress and take a walk like a supermodel in front of others. Some teachers will give score for it.
Do you get the point?

Luna: Sure, we do. What about the prize?

Sarah: The winner will be the cover model of our school magazine and get some money. What
do you think about that?

Nuna: Wow! I think it’s an interesting contest. We can introduce our traditional dress and have
some fun at the same time.

Luna: That’s right! I agree with you.

Sarah: So, Nuna…do you want to join it?

Luna: Sure you do. You won’t miss this opportunity, will you?

Nuna: I’d love to. But I don’t have any dress.

Lani: My mother has some. You may choose it freely.

Sarah: Also, my mother has a beauty salon. I’ll give you the help that you need and I have an
extra loud voice to support you and give you the big applause.

Nuna: I don’t think I can repay you, guys. Thank you. I will be forever grateful.
 1. Listen to the following conversation carefully, Please contrasting the text in
terms of Textual Structure, Language Elements and Social Function.

Social function Textual structure Language Elements

Dialogue 1

Dialogue 2

2. Make a group of 3 people, then come forward and have the conversation
according with what you hear

3. Chose one dialogue and retell the dialogue with short and simple
conversation.

The text should fullfil with :

• Grammatical sentence
• Unified and coherence idea
• Good Organization
• Good words choice
Write your dialogue here :
 ASSESSMENT GUIDELINES

ASSESSMENT SHEET

1. Answer key Knowledge Assessment Sheet

Social function Textual structure Language Elements

-Attention, please! - Attention, please

- Do you have Idea - Do you have idea

what should we do ?
-I have an idea
- I have an idea. What
if our class collects -what do you think
money, groceries, or
used clothes to be - I agree with you
donated to them
Asking for attention,
- do you get it
opinion and
- what do you think
understanding about
Dialogue 1 about it ? - yes
donation
-I agree with you -I think

- Do you get it, guys?

-Yes!

- I think we should
tell the other friend
and ask for help too

-I think you right

-Everyone, attention, -Attention , Please
please!
- Do you get the point
- Do you get the
point? -sure
Asking for attention,
appreciation, opinion
- Sure, we do - what do you think
Dialogue 2 and understanding
about Kartini Contest
- What do you think - I think ..
about that?
-I agree with you
- Wow! I think it’s an
interesting contest - I will be grateful
 - I agree with you

-. I will be forever
grateful

2. Assessment Rubric Skills Assessment Sheet

A. Assessment for speaking

Criteria 4 3 2 1 Score
No conspicuous “Foreign accent” Frequent Pronunciation
mispronunciations requires gross errors frequently
concentrated and every unintelligible
listening and heavy accent
Pronunciation mispronunciations make
lead to occasional understanding
misunderstanding difficult,
require
frequent
repetition.
Speech is Speech is Speech is Speech is so
occasionally frequently very slow and halting and
hesitant, with some hesitant and uneven fragmentary
Fluency
unevenness caused jerky; sentences except for that
by rephrasing and may be left short routine conversation
grouping for words uncompleted sentences. is virtually
impossible
Using variety of Using variety of Using limited Using only
vocabulary and vocabulary and vocabulary basic
Vocabulary expression expression but and vocabulary
with error in expression and
word choice expression
Grand Total 10
 B. Assessment for Writing a retelling dialogue

Criteria 4 3 2 1 Score
Ideas Informative Informative Focus needs Topic needs to be
with clear with clear to be developed
focus and focus expanded
supporting and
details supporting
details are
needed
Organization Very well Has a Little Organization is needed
organized; beginning, organization;
easy to middle, needs
read and end transitions
Word Choice Nouns and Use of Needs Little to no use of specific
verbs make nouns and specific nouns and verbs
essay verbs nouns and
informative verbs; too
general
Grammatical Zero errors Few errors Several Many errors make it hard
errors to read
Grand Total 10
 D. RECOMMENDATION

• Conclusion
Based on data analysis and the calculation of the presentation of the suitability between
the RPP components and the 2013 Curriculum, the following are:
A. Subject Identity
a. Subject identities are complete because there is already a detailed explanation of
the education unit, class, semester, subject, theme of the lesson and the number of
meetings with class hours during the week.
b. The time allocation used is the format for the number of meetings with class hours.
B. Formulation of Indicators
a. The formulation of learning indicators is in accordance with Permendikbud No.22 of
2016 where the formulation of indicators is in accordance with the provisions of
Permendikbud.
b. In the formulation of each component, there is a suitability in the use of operational
verbs with the competence being measured.
C. Formulation of Learning Objectives
a. The formulation of the determined learning objectives is good. The learning
objectives are in accordance with the demands of the curriculum adopted
(Curriculum 2013) and the parameters specified in the learning objectives are
authentic.
b. The formulation of learning objectives is in accordance with the basic competencies
and predetermined indicators.
D. Selection of Teaching Materials
a. The teaching materials used are very good. Teaching materials are not too difficult
or too easy. Teaching materials are tailored to the interests of students and are
formulated to support the objectives of learning English and increase students'
interest in these subjects. In other words, the appropriateness of the selection of
Teaching Materials is very in accordance with the characteristics of students.
b. The selection of teaching materials in the RPP design is in accordance with the time
allocation determined by the school, namely 6 lesson hours (3 x meetings).
E. Selection of Learning Resources
a. The selection of learning resources is in conformity with the specified KI and KD and
is in accordance with the learning material and the scientific approach.
F. Selection of Learning Media
a. The specified learning media are good enough but still lacking in utilizing today's
media.
G. Learning Materials
a. The learning material is good and really encourages students' interest in learning.
The learning step strategy used can also encourage students to pay attention to the
material being taught and in accordance with the learning objectives.
b. Learning materials are in accordance with the scientific approach with well-
formulated learning steps that teachers can use as material for student evaluation,
namely; Observing, Questioning, Exploring, Associating, and Communicating.
 H. Assessment
a. The assessment or evaluation system that has been prepared is good.
• Suggestion
In connection with this research, the following suggestions can be made:
a. The teacher should be more understanding in learning media where the learning media
must be more witnessing so that students are not bored with this learning.
 RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMP N 2 Ubud

Mata Pelajaran : Bahasa Inggris

Kelas/semester : VIII/1

Materi Pokok : - To get attention

-To check understanding

-To show appreciation

- To tell what we and other people think of something

Alokasi Waktu : 6 jam pelajaran (3 x pertemuan)

A. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI

Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi
3.1 Menerapkan fungsi sosial, struktur 3.1.1 Menentukan fungsi social dan
teks, dan unsur kebahasaan teks interaksi fungsi ungkapan.
interpersonal lisan dan tulis yang
melibatkan tindakan meminta perhatian,
mengecek pemahaman, menghargai
3.1.2 Menentukan struktur
kinerja, meminta dan mengungkapkan
pendapat, serta menanggapinya, sesuai teks,Memulai percakapan dan
dengan konteks penggunaannya Menanggapi

3.1.3 Mengidentifikasi unsur

kebahasaan, Makna kata dan frasa,Ejaan
dan tanda baca,Tulisan tangan,Ucapan,
tekanan, intonasi

4.1 Menyusun teks interaksi 4.1.1 Melakukan role-play percakapan

interpersonal lisan dan tulis sangat
pendek dan sederhana yang melibatkan
tindakan meminta perhatian, mengecek
pemahaman, menghargai kinerja, serta
meminta dan mengungkapkan pendapat,
dan menanggapinya dengan
yang melibatkan tindak tutur yang
dipelajari dalam hal Meminta
perhatian,Mengecek
pemahaman,Menghargai kinerja dan
Mengungkapkan pendapat
 memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar
dan sesuai konteks
4.1.2 Menyusun teks interaksi lisan
sederhana yang melibatkan tindak tutur
yang dipelajari dalam hal Meminta
perhatian, Mengecek pemahaman,
Menghargai kinerja serta
Mengungkapkan pendapat dan
menanggapinya

B. TUJUAN PEMBELAJARAN
Tujuan pembelajaran terdiri dari beberapa pertemuan :
I. Pertemuan I
Melalui serangkaian kegiatan pembelajaran, siswa dapat:
• Mengidentifikasi tindakan meminta perhatian.
• Menidentifikasi tindakan meminta pendapat dan menanggapinya.
II. Pertemuan II
Melalui serangkaian kegiatan pembelajaran, siswa dapat:
• Mengidentifikasi tindakan mengecek pemahaman.
• Menidentifikasi tindakan menghargai kinerja
III. Pertemuan III
Melalui serangkaian kegiatan pembelajaran, siswa dapat:
• Melakukan role play.
• Menyusun teks interaksi lisan yang melibatkan tindak tutur yang dipelajari:
Meminta perhatian,Mengecek pemahaman,Menghargai
kinerja,Mengungkapkan pendapat dan menanggapinya.
C. MATERI PEMBELAJARAN
i. Materi Reguler
Lagu yang dekat dengan kehidupan remaja
ii. Materi Pengayaan
• makna kata (verba, nomina, frasa)
• lafal dan intonasi
iii. Materi Remedial
• makna kata (verba, nomina, frasa)
• lafal dan intonasi
D. METODE PEMBELAJARAN
Pendekatan saintifik
E. MEDIA DAN BAHAN
Media/Alat : laptop, LCD
Bahan : PPt buatan guru dan Worksheet buatan guru
F. SUMBER BELAJAR
 Kementerian Pendidikan dan Kebudayaan, Bahasa Inggris, When English Rings The Bell,
SMP/Mts Kelas VIII, hal 2 sd 18, edisi revisi 2017 dan sumber lain yang sesuai Ucapan
guru
G. LANGKAH-LANGKAH PEMBELAJARAN
• Pertemuan I
Langkah Pembelajaran Deskripsi Kegiatan Alokasi Waktu

Kegiatan Pendahuluan 1. mengucapkan salam dan 10 MINUTES

tegur sapa

Guru:

2. mengecek kehadiran
siswa, berdoa, menyiapkan
suasana belajar yang
kondusif

3. mengaitkan materi yang

akan dipelajari dengan
materi yang sebelumnya

4. menyebutkan tujuan
pembelajaran dan rencana
penilaian

5. menyebutkan kegiatan
belajar yang akan dilakukan

Kegiatan Inti : 1.Siswa melihat tayangan 60 MINUTES

dialog-dialog pendek (BS
Mengamati dan menanya hlm. 5-7)
2. Siswa mendengarkan
ucapan guru membacakan
dialog tersebut.

3. Siswa menirukan
ucapan guru membacakan
dialog.

4. Siswa menanyakan arti

kata dan ungkapan baru.

5. Siswa berlatih
mengidentifikasi ungkapan
“To Get Attention) dengan
mengerjakan Worksheet 1
dan membahasnya secara
klasikal.

6. Siswa melihat tayangan

dialog-dialog pendek (BS
hlm. 9-11)

7. Siswa mendengarkan
ucapan guru membacakan
dialog tersebut.

8. Siswa menirukan
ucapan guru membacakan
dialog.
9. Siswa menanyakan arti
kata dan ungkapan baru.

10. Siswa berlatih

mengidentifikasi ungkapan
“To Ask and Give Opinion
and Its Response) dengan
mengerjakan Worksheet 2
dan membahasnya secara
klasikal.

11. Siswa melihat tayangan

dialog-dialog pendek (BS
hlm. 13-17)

12. Siswa mendengarkan

ucapan guru membacakan
dialog tersebut.

13. Siswa menirukan

ucapan guru membacakan
dialog.

14. Siswa menanyakan arti

kata dan ungkapan baru.

15. Siswa berlatih

mengidentifikasi ungkapan
“To Check Understanding
 and To show Appreciation)
dengan mengerjakan
Worksheet 3 dan
membahasnya secara
klasikal.

Kegiatan Penutup 1.membahas manfaat 10 MINUTES

pembelajaran yang baru
Guru dan Siswa : diselesaikan

2. membahas kesulitan
dalam melakukan aktivitas
pembelajaran

3. menyimpulkan hasil
pembelajaran

4. menyampaikan kegiatan
dan topik rencana
pembelajaran untuk
pertemuan berikutnya, yakni
belajar melakukan role-play
dan belajar membuat teks
interaksi lisan

• Pertemuan II
Langkah Pembelajaran Deskripsi Kegiatan Alokasi Waktu

Kegiatan Pendahuluan 1.mengucapkan salam dan 10 MINUTES

tegur sapa

Guru:

2. mengecek kehadiran
siswa, berdoa, menyiapkan
 suasanabelajarn yang
kondusif

3. menanyakan hal-hal
terkait kegiatan pada
pertemuan sebelumnya

4. menyebutkan kegiatan
belajar yang akan dilakukan

Kegiatan Inti 1.Secara berpasangan, siswa 60 MINUTES

berlatih membuat teks
Mengumpulkan Informasi dialog berdasarkan situasi
dan Mengasosiasi yang diberikan. (Worksheet
4)

2. Siswa dan guru

membahas hasil kerja
kelompok.

3. Secara berpasangan
siswa menampilkan teks
dialognya.

4. Siswa dan guru

membahas hasil penampilan
role play.

Kegiatan Penutup membahas manfaat 10 MINUTES

pembelajaran yang baru
Siswa dan guru: diselesaikan
 2. membahas kesulitan
dalam melakukan aktivitas
pembelajaran

3. menyimpulkan hasil
pembelajaran

4. menyampaikan kegiatan
dan topik rencana
pembelajaran untuk
pertemuan berikutnya, yakni
uji kompetensi keterampilan
“role play”

• Pertemuan III
Langkah Pembelajaran Deskripsi Kegiatan Alokasi Waktu

Kegiatan Pendahuluan 1.mengucapkan salam dan 10 MINUTES

tegur sapa.

Guru: 2. mengecek kehadiran

siswa, berdoa, menyiapkan
suasanabelajarn yang
kondusif

3. menanyakan hal-hal
terkait kegiatan pada
pertemuan sebelumnya

4.menyebutkan kegiatan
belajar yang akan dilakukan
Kegiatan Inti 1.Secara berpasangan atau 60 MINUTES
dalam kelompok, siswa
Mengomunikasikan membuat teks dialog
berdasarkan situasi yang
diberikan dan
menampilkannya. (UK 4.1)

Kegiatan Penutup 1.membahas manfaat 10 MINUTES

pembelajaran yang baru
Siswa dan guru: diselesaikan

2. membahas kesulitan
dalam melakukan aktivitas
pembelajaran

3. menyimpulkan hasil
pembelajaran

4. memberikan
penugasan berupa menyalin
teks interaksi lisan.

5. menyampaikan
kegiatan dan topik rencana
pembelajaran untuk
pertemuan berikutnya, yakni
uji kompetensi pengetahuan
(UK 3.1) dan
mengumpulkan hasil
penugasan.

H. PENILAIAN
 Penilain ini terdiri dari penilaian pengetahuan, penilaian keterampilan dan Scoring
Procedure
1. Penilaian pengetahuan
Teknik : Tes Tertulis
Bentuk : Pilihan Ganda dan Isian Singkat
Kisi :
Indikator Soal Soal Bentuk Nomor
Soal Soal

Diberikan dialog singkat tentang meminta perhatian, siswa terlampir PG 1

dapat menentukan tindak tutur yang digunakan dengan
benar.

Diberikan dialog singkat tentang meminta perhatian, siswa Terlampir PG 2

dapat menentukan tindak tutur yang digunakan dengan
benar.

Diberikan dialog singkat tentang meminta dan memberi Terlampir PG 3

pendapat dan responsnya, siswa dapat menentukan tindak
tutur yang digunakan dengan benar.

Diberikan dialog singkat tentang meminta dan memberi Terlampir PG 4

pendapat dan responsnya, siswa dapat menentukan tindak
tutur yang digunakan dengan benar.

Diberikan dialog singkat tentang meminta dan memberi Terlampir PG 5

pendapat dan responsnya, siswa dapat menentukan tindak
tutur yang digunakan dengan benar.

Diberikan dialog singkat tentang meminta dan memberi Terlampir PG 6

pendapat dan responsnya, siswa dapat menentukan tindak
tutur yang digunakan dengan benar.

Diberikan dialog singkat tentang meminta dan memberi Terlampir PG 7

pendapat dan responsnya, siswa dapat menentukan tindak
tutur yang digunakan dengan benar.

Diberikan dialog singkat tentang mengecek pemahaman, Terlampir PG 8

siswa dapat menentukan tindak tutur yang digunakan dengan
benar.
 Diberikan dialog singkat tentang menghargai kinerja, siswa Terlampir PG 9
dapat menentukan tindak tutur yang digunakan dengan
benar.

Diberikan dialog singkat tentang menghargai kinerja, siswa Terlampir PG 10

dapat menentukan tindak tutur yang digunakan dengan
benar.

Diberikan dialog singkat tentang meminta perhatian, siswa Terlampir IS 11

dapat melengkapi kalimat rumpang dengan kata yang benar.

Diberikan dialog singkat tentang meminta dan memberi Terlampir IS 12

pendapat dan responsnya, siswa dapat melengkapi kalimat
rumpang dengan kata yang benar.

Diberikan dialog singkat tentang meminta dan memberi Terlampir IS 13

pendapat dan responsnya, siswa dapat melengkapi kalimat
rumpang dengan kata yang benar.

Diberikan dialog singkat tentang mengecek pemahaman, Terlampir IS 14

siswa dapat melengkapi kalimat rumpang dengan kata yang
benar.

Diberikan dialog singkat tentang menghargai kinerja, siswa Terlampir IS 15

dapat melengkapi kalimat rumpang dengan kata benar.

Rubrik PG: Jumlah jawaban benar dikalikan 10 (10 x 10= 100),Rubrik IS : Jawaban benar skor
2, jawaban hampir benar skor 1, jawaban salah atau tidak dijawab skor 0. Skor akhir= total
skor dikalikan 10= 100

2. Tes keterampilan
Teknik : 1. Praktik / Kinerja ,Produk
Bentuk : 1. Perintah Kerja, Menulis
Kisi :
Indikator Soal Soal

Diberikan situasi tertentu, siswa dapat Make a dialog scripts based on the
melakukan role-play sesuai situasi yang following situations.
diberikan

Situation 1 :
In the classroom, a teacher says something
to get the students’ attention. Some students
answer “Yes” but a student doesn’t pay
attention. Then the teacher says something
again to get the student’s attention. And
finally the student says “Yes”.

Situation 2:

In the classroom, three students talk about a

nice picture made by one of the three
students. One student says that the picture is
nice but too colorful. The other student says
that the picture is not natural but creative
work.

Situation 3:

In the classroom, a teacher says something

to check students’ understanding about a
new word. The students answer “Yes” but
one student ask the meaning of another new
word. Then the teacher answers the
student’s question.

Situation 4:

In a classroom, a student just performed a

story telling. The teacher appreciates the
performance. The student answers “Thank
you”.
 Perform one of the dialog based on the
ballot you have chosen

Diberikan situasi tertentu, siswa dapat Make a dialog scripts based on the
menyusun teks interaksi lisan dengan following situations.
memperhatikan fungsi sosial, struktur teks,
dan unsur kebahasaan Situation 1 :

In the classroom, a teacher says something

to get the students’ attention. Some students
answer “Yes” but a student doesn’t pay
attention. Then the teacher says something
again to get the student’s attention. And
finally the student says “Yes”.

Situation 2:

In the classroom, three students talk about a

nice picture made by one of the three
students. One student says that the picture is
nice but too colorful. The other student says
that the picture is not natural but creative
work.

Situation 3:

In the classroom, a teacher says something

to check students’ understanding about a
new word. The students answer “Yes” but
one student ask the meaning of another new
word. Then the teacher answers the
student’s question.

Situation 4:

In a classroom, a student just performed a

story telling. The teacher appreciates the
performance. The student answers “Thank
you”.

3. Scoring Procedure
 • Role-play/bermain peran
Kinerja Deskripsi Rentang
Skor

Bermain peran Mahir: Lancar, mencapai fungsi sosial, struktur lengkap, dan 86-95
unsur kebahasaan sesuai

Memuaskan: lancar, kosakata dan kalimat berkembang, serta ada 76-85

transisi

Terbatas: Membaca naskah, kosakata terbatas, dan tidak lancar … – 75

• Produc/menulis
Produk Deskripsi Rentang
Skor
Menulis teks Mahir: Fungsi sosial tercapai, struktur dan unsur 86-95
interaksi lisan kebahasaan tepat serta ada modifikasi
Memuaskan: Fungsi sosial tercapai, struktur dan unsur 76-85
kebahasaan tepat
Terbatas: penggunaan kata, kalimat, dan struktur tidak … – 75
sesuai

• Pembelajaran Remedial
Pembelajaran remedial diberikan kepada mereka yang belum mencapai KKM
dengan cara memberi penugasan berupa membuat tabel daftar ungkapan yang sudah
dipelajari
• Pembelajaran Pengayaan
Pembelajaran pengayaan diberikan kepada mereka yang sudah lolos KKM dengan
cara penugasan mencari contoh dialog dari berbagai sumber.

Singakerta, 2019

Mengetahui

Kepala SMP N 2 Ubud Guru Mata Pelajaran

 ( Ida Ayu Puspawati, S.Pd ) (Ni Ketut Susilawati. S.Pd.)

NIP.19611231 198403 2 092 NIP.19680722 199702 2 005

Lampiran 1 Materi

STUDENT WORKSHEET 1

Read the following short dialogs, then fill in the gaps.

• To Get Attention
1. Teacher : Everybody, may I have your attention, please?

Students : Yes, Ma’am.

To get students’ attention, the teacher says, “_______________________________________.”

2. Teacher : From now on we will use English in our class. OK? we will use
English in our English class. Siti, what did I say?

Siti : We will use English in our English class.

To get Siti’s attention, the teacher says, “ _______________________________.”

3. Teacher : Right. From now on we will use English in the English class.
Everybody, what do you think? Are you ready?

Students : Yes, Ma’am.

To get students’ attention, the teacher says, “ _________________________.”

4. Teacher : What do you think, Edo? Are you ready?

Edo : Yes, Ma’am I am ready.

To get Edo’s attention, the teacher says, “_______________________________.”

5. Teacher : Attention, please. Attention, please.

Students : Yes, Ma’am.

To get students’ attention, the teacher says, “____________________________.”

6. Teacher : Attention, please. Now let’s say it together. “Yes, we are ready.
We will use English in the English class.”

Students : Yes, we are ready. We will use English in the English class.

To get students’ attention, the teacher says, “____________________________.”

7. Teacher : Hey Dayu, stop doing that, please. What do you think? Are you
ready to use English in the English class?

Dayu : I’m so sorry, Ma’am. Yes, I am.

To get Dayu’s attention, the teacher says,“______________________________________.”

8. Teacher : Edo, say it again, loudly.

Edo : Yes, we are ready. We will use English in the English class.

To get Edo’s attention, the teacher says, “____________________________.”

9. A student : Excuse me, Ma’am. What’s ‘attention’ in Bahasa Indonesia?

Teacher : Attention is /perhatian/.

To get teacher’s attention, a student says, “____________________________.”

10. A student : Sir, may I wash my hand?

Teacher : Sure.

To get teacher’s attention, a student says, “____________________________.”

11. Edo : Hey, guys. Are you coming with me?

Students : Sure. Let’s go.

To get friends’ attention, Edo says, “____________________________________.”

STUDENT WORKSHEET 2
Read the following short dialogs, then fill in the gaps.

To Ask and Give Opinion and It’s Response

1. Dayu : Udin, do you think Edo is angry with me?

Udin : I don’t think so. Look, he’s smiling.

To ask Udin’s opinion about Edo, Dayu says, “ ____________________________________”

To give his opinion, Udin says, “____________________________________”

2. Dayu : Guys, I think Udin will like this notebook.

Beni : What? I don’t think so. Udin doesn’t like bright colours.

To give her opinion, Dayu says, “___________________________________________”

To respond to Dayu’s opinion, Beni says,

_________________________________________________”

3. Teacher : Udin, what do you think of your classroom?

Udin : It’s very dirty, Ma’am. Some people don’t care.

To ask Udin’s opinion about the classroom, the teacher says,

“_________________________________”

To give his opinion about the classroom, Udin says, “

“_______________________________________”
4. Siti : Do you think he remembers the story he has to tell?

Lina : I don’t think so. I know he didn’t prepare it well.

To ask Lina’s opinion, Siti says, “_______________________________________________”

To give her opinion, Lina says, “_______________________________________________”

5. Teacher : Thank you, Lina. Your story is very interesting. I like it.

Lina : Thank you, Ma’am.

To give her opinion about Lina’s story, the teacher says,

“______________________________________”

6. Teacher : Hello, excuse me. Listen everybody, I think you need to read Chapter I,
too

Students : Yes, Sir.

To give his opinion, the teacher says, “___________________________________________”

7. Edo : Beni, what do you think of this picture?

Beni : I think it doesn’t look natural.

To ask Beni’s opinion about the picture, Edo says,

“______________________________________”
To give his opinion, Beni says, “_______________________________________________”

8. Teacher : What do you think of the story?

Student : It’s very interesting, Sir.

To ask students’ opinion about the story, the teacher

says,“____________________________________”

STUDENT WORKSHEET 3

Read the following short dialogs, then fill in the gaps.

To check Understanding and To Show Appreciation

1. Lina : Siti, do you understand the story?

Siti : Not really. She speaks very fast.

To check Siti’s understanding, Lina says, “

________________________________________”

2. Teacher : Do you know what I mean?

Students : Yes, Sir.

To check students’ understanding, the teacher says, “

_______________________________”
3. Beni : Only both of us will clean the classroom.

Udin : What? What do you mean? What about the others?

To check Beni’s understanding, Udin says, “

_______________________________________”

4. Teacher : Edo, do you know what to do?

Edo : Sorry, Ma’am. I don’t. say it again please.

To check Edo’s understanding, the teacher says, “

__________________________________”

5. Teacher : Do you understand my question?

Lina : No, Ma’am. Sorry. Say it again, please.

To check students’ understanding, the teacher says, “

_______________________________”

6. Teacher : Is it clear?

Lina : Yes, Ma’am. Thanks.

To check Lina’s understanding, the teacher says, “ _______________________________”

7. Udin : It’s so beautiful.

 Siti : Do you think so, Udin? Thank you.

To appreciate Siti’s performance, Udin says,

“______________________________________”

8. Lina : Your handwriting is clear and beautiful.

Edo : Thank you.

To appreciate Edo’s handwriting, Lina says,

“______________________________________”

9. Udin : What do you think of the picture? Beni did it well, didn’t he?

Edo : Yes, he did. It is very beautiful.

To appreciate Beni’s picture, Edo says, “______________________________________”

10. Lina : I think the noodle is too salty.

Dayu : I don’t think so. It’s nice.

To give her opinion about the noodle, Lina says,

“________________________________”

But, Dayu appreciate the noodle. Dayu says, “_____________________________”

11. Udin : Beni, do you think English is easy or difficult?

Beni : I think it’s easy. I love English.

 To ask Beni’s opinion about English, Udin
says,“________________________________________”

According to Beni, English is _____________________________________.

12. Teacher A : He’s s diligent student. Don’t you think so?

Teacher B : Yes, he is. He is diligent and smart too.

To appreciates a student, Teacher A says, “________________________________”

Teacher B also appreciates the student. He says,

“_________________________________”

13. Teacher : Great! I think that is a beautiful invitation card. I like it.

Beni : Thank you.

To appreciate Beni’s work, the teacher says, “__________________________________”

14. Siti : Your picture is beautiful! I like the colour.

Dayu : Thanks.

To appreciate Dayu’s picture, Siti says, “_______________________________________”

15. Teacher : Excellent! That’s my girl!

Lina : Thank you, Ma’am.

To appreciate Lina’s performance, the teacher says,

“_______________________________”
16. Udin : What a wonderful picture!

Edo : Thank you.

To appreciate Edo’s picture, Udin says,

“________________________________________”

STUDENT WORKSHEET 4

Study the following situations. Make dialog scripts based on the situation. Do in groups of four.

Situation 1:

In the classroom, a teacher says something to get the students’ attention. Some students answer
“Yes” but a student doesn’t pay attention. Then the teacher says something again to get the
student’s attention. And finally the student says “Yes”.

Situation 2:

In the classroom, three students talk about a nice picture made by one of the three students. One
student says that the picture is nice but too colorful. The other student says that the picture is not
natural but creative work.

Situation 3:
In the classroom, a teacher says something to check students’ understanding about a new word.
The students answer “Yes” but one student ask the meaning of another new word. Then the
teacher answers the student’s question.

Situation 4:

In a classroom, a student just performed a story telling. The teacher appreciates the performance.
The student answers “Thank you”.

Lampiran 2 Instrumen Penilaian

Penilaian Pengetahuan (KD 3.1)

For number 1 to 10, choose the best alternative.

1. Read the dialog below.

Miss Inna : From now on we will use English in our class. OK? We will use English
in our English class. Siti, what did I say?
 Siti : We will use English in our English class.
Miss Inna : Good, Siti. Don’t be busy with yourself.
Siti : Alright, Ma’am.
Miss Inna says, “…” to get Siti’s attention.

1. OK?
2. Good, Siti
3. Siti, what did I say?
4. Don’t be busy with yourself

2. Read the text below.

Miss Inna : Hey Dayu, stop doing that, please. What do you think? Are you ready to
use English in the English class?
Dayu : I’m so sorry, Ma’am. Yes, I am.
Miss Inna : It’s alright. But don’t do it again, please.
Dayu : OK, Ma’am.
What does Miss Inna say to get Dayu’s attention?

1. Hey Dayu, stop doing that please.

2. But don’t do it again, please.
3. What do you think?
4. It’s alright.
Read the text below to answer question 3-6.

Dayu : Beni, do you make the painting yourself?

Beni : Yes, I do. What do you think about this painting?

Dayu : It’s wonderful. You are a great-painter-to-be.

Beni : Thanks Dayu. By the way, I read your story about the last holiday in your blog.

Dayu : Really? What’s your opinion about my story?

Beni : I think it’s awesome. Your writing is very interesting. I like it.

Dayu : Big thanks, Beni. Hmm… it’s break time. Now let’s go to the canteen. I’m very
hungry.

Beni : Me too. I want to buy some meatballs. I like meatball very much. It’s very tasty.
What do you think?

Day : I don’t think so. It’s hot, Beni. I don’t like hot food.
Beni : O I see. Come on.

3. Beni says, “What do you think about this painting?” to ….

A. give his opinion
B. ask Dayu’s opinion
C. respond his opinion
D. respond Dayu’s opinion
4. Dayu says, “It’s wonderful. You are a great-painter-to-be.” to ….
A. give her opinion
B. ask Dayu’s opinion
C. respond to her opinion
D. respond to Beni’s opinion
5. What is Dayu’s opinion about the meatball?
A. She doesn’t like hot food.
B. She likes it very much.
C. It’s tasty.
D. It’s hot.
6. What does Beni think of Dayu’s story in her blog?
A. It’s tasty.
B. It’s awesome.
C. He doesn’t like it.
D. He wants to be a writer.

Read the text below to answer question 7-10.

Miss Inna : Attention, everybody. I want to give you homework. Find a story from the
internet. Rewrite it in your note book. Submit it on Friday next week.Is it clear?

Students : Yes, Ma’am.

Siti : Not really, Ma’am. You speak too fast for me.

Miss Inna : OK Siti. Listen carefully. Find a story from the internet. Rewrite it in your note
book. Submit it on Friday next week. Do you understand now?

Siti : Yes, I do, Ma’am. Thank you.

Miss Inna : Good, Siti. That’s my girl. What about you Edo? Do you know what I mean
about the homework?

Edo : Very clear, Ma’am. I will do this this afternoon after school.

Miss Inna : What a diligent boy! That’s my boy.

Edo : Thanks, Ma’am.

7. Why does Miss Ina say, “Is it clear?”

A. To check Siti’s opinion.
B. To check students’ understanding.
C. To ask Edo’s understanding.
D. To respond to Edo’s opinion.
8. To check Siti’s understanding, Miss Inna says, “ …”
A. Listen carefully.
B. Do you know what I mean?
C. Do you understand now?
D. Is it clear?
9. Miss Inna says, “Good, siti. That’s my girl.” to ….
A. give her opinion
B. appreciate Siti
C. respond to Siti’s question
D. ask Siti’s opinion
10. What does Miss Inna say to show her appreciation to Edo?
A. Do you know what I mean?
B. What about you Edo?
C. What a diligent boy!
D. That’s my girl!
For number 11 to 15, fill in the gaps with the correct words or expressions.

11. We use the expression “May I have your attention, please.”

to_________________________________.(get attention)
12. Complete the dialog below.
Beni : ___________________________of this picture?
Edo : I think it is not natural.(What do you think)
13. Complete the dialog below.
Lina : I think the book is interesting.
Dayu : __________________________. It’s too thick and no pictures in it. I don’t like it.(I
don’t think so.)
14. Complete the dialog below.
Mr. Rudi : Please make a group of three, practice this dialog.
_________________________?
Students : No. You speak too fast. Say it again please.(Is it clear?)
15. We use the expression “Do you know what I say?” to ask
someone’s__________________________.(understanding)
 Penilaian Keterampilan (KD 4.1)

Study the situation below. Make very simple dialog scripts based on the situation. Write the
dialog scripts on a piece of paper.

Situation 1:

In the classroom, a teacher says something to get the students’ attention. Some students answer
“Yes” but a student doesn’t pay attention. Then the teacher says something again to get the
student’s attention. And finally the student says “Yes”.

Suggested answer:

Teacher : May I have your attention, please?

Students : Yes, Ma’am.

Teacher : Hey, Dayu. May I have your attention, please?

Dayu : Yes, Ma’am.

Situation 2:
In the classroom, three students talk about a nice picture made by one of the three students. One
student says that the picture is nice but too colorful. The other student says that the picture is not
natural but creative work.

Suggested answer:

Lina : This is Edo’s painting. What do you think, Dayu?

Dayu : I think it’s nice but too colorful. What’s your opinion, Beni?

Beni : It’s a creative work. But I think it is not natural.

Situation 3:

In the classroom, a teacher says something to check students’ understanding about a new word.
The students answer “Yes” but one student ask the meaning of another new word. Then the
teacher answers the student’s question.

Suggested answer:

Teacher : Do you know the meaning of “appreciate’?

Students : Yes, Ma’am. It means “menghargai”.

Dayu : What is the meaning of “attention”)

Teacher : It means “perhatian”.

Situation 4:

In a classroom, a student just performed a story telling. The teacher appreciates the performance.
The student answers “Thank you”.

Suggested answer:

Teacher : Your story telling performance is wonderful. Good job, Lina.

Lina : Thank you, Ma’am.

Lampiran 3 Materi Penugasan

MATERI PENUGASAN

Rewrite the following material in your notebook.

“expression of asking attention, giving attention, asking opinion, appreciation”

1. Expressing of Asking attention in front of the class

When you have to deliver announcement in front of class you need to express the expression
to make you become the centre of attention. Below are some common expression used to
make the class listen to your speech or announcement.
1. May I have your attention, please

2. Can I get the attention! Thanks

3. Excuse me!

4. Attention please!

5. Stop talking please…

6. Everybody, may I have your attention, please ?

1. Expression of giving attention

OK. I See you.

2. Ok.

3. Yes sir/mam/madam.

4. Really.

5. I know what you mean.

6. How interesting.

7. What’s next.

1. Several expressions to check someone’s understanding

Do you understand?

Do you know what I mean?

Do you understand the text?

Have you got the point?

Are you with me?

1. To give and ask opinion
What is your opinion about ….?

Do you have any other idea ?

Please say something about my ….?

Please, give your view/ opinion about ….

1. Giving opinion
I think that you are very beautiful with the dress.

I have a view that you are so smart.

I think you should have a louder voice.

You are very … .

I agree with your opinion

1. To show appreciation /expression of showing appreciation

You are very kind .

Thanks for the attention.

You are the best.

That is my son. / That’s my boy. / That’s my girl.