CURRICULUM ANALYSIS REPORT

Odd SEMESTERS OF THE ACADEMIC YEAR 2022/2023

AT UPT SMP NEGERI 8 GRESIK

By :

Saffa Aulia Lestari 19020084062

UNIVERSITAS NEGERI SURABAYA

FACULTY OF LANGUAGE AND ART

ENGLISH EDUCATION
 Preface

I thank God Almighty for His presence and for providing me with the opportunity to
successfully complete the School Program Development Task. This assignment is designed to
fulfil the requirements for campus eye assignments in Surabaya State University's 7th semester
PLP program. Of course, the direction and guidance of various parties could not be separated
when preparing this PLP report. As a result, the authors express their gratitude and respect to
everyone who has assisted them. The following parties are involved:

1. Field Manager

2. Tutor instructor

3. Curriculum Analyzer Professor

The author can complete this task as well as possible thanks to the kindness of all parties
mentioned earlier. Hopefully, everyone will find this report useful.

20 November 2022

ii
 Table Of CContents

Preface ............................................................................................................................ii

Table Of Content..........................................................................................................iii

CHAPTER 1
Introduction ...................................................................................................................1

CHAPTER 2

Review In Curriculum Development

2.1 Develop the English Analysis Curriculum (Syllabus)

Based On 2013 ...............................................................................................................2

2.2 Develop an English Analysis Curriculum (Alur Tujuan Pembelajaran)

Based On an Independent Curriculum (Kurikulum Merdeka) ......................................4

2.3 Reflective Assessment After Joining in Teaching Practicum (PLP) ........................8

CHAPTER 3

Discussion.................................................................................................................... 11

CONCLUSION .......................................................................................................... 12

ATTACHMENT ........................................................................................................ 14

iii
 CHAPTER 1

INTRODUCTION

The curriculum is the beating heart of any educational system. The curriculum outlines the
steps that educational institutions, in this case, schools must take to achieve educational
objectives. The curriculum also governs all aspects of school administration, including the
syllabus for all subjects that will be used in the classroom teaching and learning process.
Several experts have developed syllabus instructions as well as all requirements or indicators
that can help teachers carry out or convey material or lesson materials during the teaching and
learning process in class. Curriculum analysis is a document that is created to serve as a guide
and direction for where education will be taken and what kind of educational pattern will be
used in order to achieve the stated goals. I had the opportunity to take PLP courses at UPT
SMPN 8 Gresik. UPT SMP Negeri 8 Gresik was one of the schools chosen for the first batch
of driving schools in Indonesia. The Mobilization School curriculum contained in the Decree
of the Minister of Education, Culture, Research and Technology of the Republic of Indonesia
Number 162/M/2021 concerning Mobilizing Schools is the Freedom to Learn program
launched by the Minister of Education, Culture, Research, and Technology Nadiem Makarim
on 1 February 2021. This program will begin in 2,500 schools across 34 provinces and 111
districts/cities in the 2021/2022 academic year. In practice, the curriculum at UPT SMPN 8
Gresik employs two curriculum models: the independent learning curriculum for grades 7 and
8, and the 2013 curriculum for grades 9 and 10. I was able to train as a teacher in grades 8A-F
using the independent learning curriculum. Based on the author's assignments and experience,
the following questions are formulated to be elaborated based on the facts in the field,

1. How did the author develop the English analysis curriculum (syllabus) based on
2013?
2. How did the author develop an English analysis curriculum (Alur Tujuan
Pembelajaran) based on an independent curriculum (Kurikulum merdeka) ?
3. How did the author do a reflective assessment after joining in teaching practicum
(PLP)?
To answer these three questions, the author will divide the book into three chapters, one
for each question, based on the lessons learned in the classroom.

1
 CHAPTER 2
REVIEW IN CURRICULUM DEVELOPMENT

2. 1 Develop the English Analysis Curriculum (Syllabus) Based On the 2013

The author did not have the opportunity to create material about the 2013 curriculum due to
field practice, but the writer attempted to write down what was known about the curriculum
based on information provided by the school. The 2013 curriculum meets both curriculum
dimensions: the first is the plan and arrangement of objectives, content, and learning
materials, and the second is the method used for learning activities. The 2013 curriculum aims
to prepare Indonesians to live as faithful, productive, creative, innovative, and effective
individuals and citizens capable of contributing to the life of society, nation, state, and world
civilization. The author outlines several steps for developing the 2013 curriculum,

The 2013 curriculum promotes two types of learning processes: direct learning and indirect
learning. The direct learning process is an educational process in which students develop
knowledge, thinking skills, and psychomotor skills. Students use direct learning to observe,
ask questions, gather information, associate or analyze, and communicate what they discover
in analysis activities. Indirect learning is an educational process that occurs during the direct
learning process but is not designed for specific activities. Unlike knowledge about values
and attitudes, which is carried out directly by certain subjects in the learning process, the
development of attitudes as a process of developing morals and behavior is carried out by all
subjects and in every activity that occurs in the classroom, school, and community.

The following are the steps for developing a syllabus,

1. Review SK-KD/KI-KD

2. Identify the material/subject of learning

3. Develop learning activities

a). Determining Competency Achievement Indicators

Indicators are indicators of basic competence that are characterized by measurable changes
in behaviour such as attitudes, knowledge, and skills. Indicators are developed based on

2
student, subject, educational unit, and regional potential characteristics and are expressed in
measurable and/or observable operational verbs.

b). Determining The Type of Assessment

On the basis of indicators, students' achievement of basic competence is assessed. Assessment

is done through the use of written and oral tests, performance observation, attitude
measurement, work assessment in the form of assignments, projects, and/or products,
portfolios, and self-assessment.

c). Determining Time Allocation

The time allotted in the syllabus is an estimate of the average time required to master the basic
competencies required by different students.

d). Determining Learning Resources

The physical, natural, social, and cultural environment, as well as print and electronic
media, are examples of learning resources.

3
2.2 Develop an English Analysis Curriculum (Alur Tujuan Pembelajaran) Based On An
Independent Curriculum (Kurikulum Merdeka)

The Independent Curriculum is a curriculum that includes a variety of intra-curricular learning

opportunities where the content is optimized so that students have enough time to explore
concepts and strengthen competence. Teachers have the freedom to select various teaching
tools in order to tailor learning to students' learning needs and interests. Projects to improve
Pancasila student profile achievement are developed based on government-specified themes.
The project is not tied to subject content because it is not directed to achieve specific learning
achievement targets.

Learning Objective Flow (ATP) is a series of learning objectives that are organized in the
learning phase systematically and logically. The flow directs teachers and students toward the
achievement of Learning Outcomes at the end of each phase. Learning objectives are organized
chronologically based on the sequence of learning. Teachers can create their own ATP, which
includes a set of learning objectives. The government will provide several examples of ATP
that can be used directly or modified, as well as guidelines for developing teaching tools.

In the following, the author will write down several ways to develop ATP based on what has
been learned in the field,

a). Prerequisite capabilities

Teachers must pay attention to the prerequisite abilities that students need to learn to master
the competencies in CP phase D which are used at the junior high school level.

b). TP's scope and breadth

Learning Objectives should not be overly broad. Consider dividing the overly broad TP into
multiple TPs.

c). The connection between TP

Examine whether the material in one TP is adequately supported by the material in another TP.

For example, in order to write research papers, students must understand the various forms and
purposes of texts, as well as develop skills in developing research questions.

Based on the table and the results of the author’s experience in UPT SMPN 8 Gresik in grade
8 used phase D, Students communicate their ideas and experiences through simple and

4
structured paragraphs at the end of the phase, demonstrating developments in the use of specific
vocabulary and simple sentence structures. They plan, write, and present informative,
imaginative, and persuasive texts using simple and compound sentences to construct arguments
and explain or defend an opinion using examples. The following is an example of working on
a teaching module scheme,

The author will present the results of the analysis on the target of 8th-grade students using the
independent learning curriculum in table form, beginning with learning outcomes, based on the
school curriculum used and the class placements given. - learning objectives - teaching material
- teaching activities (approaches) used - elements - Educational Media

A. GENERAL INFORMATION

School : UPT SMPN 8 GRESIK

Subjects : English

Curriculum : Merdeka

Class : 8th grades

Phase :D

Learning Learning
Learning Outcomes Proposition Element
objectives Activities
1.1. Students
take action in
the contexts In the SUBMP4
of school and Asking and element, students
family by Giving can exchange
Discover
asking for attention and ideas, opinions,
y
and giving Asking and and points of view
Learning
SUBMP4 attention, as Giving between students,
1. MENYIMAK - well as asking Permission. teachers, or other
BERBICARA (Making for and giving people. It is
comparisons in permission.. expected that
discussions or students are able
presentations) 1.2. Students to understand the
can describe learning outcomes
Descriptive
animals by from discussions
Text Project
comparing and presentations
(Degree of Base
their physical in the learning
Comparison Learning
characteristic process.
)
s and
personalities.

5
 2.1. Students
can recognize
procedural Procedure
texts on the Text (Social
topic of how Function,
to create short Generic Scientific
functional Structures, Approach
texts that are and
properly Language
presented Features)
both written Students are given
and orally. texts that are
2.2. Students familiar/unfamilia
can identify r to read and
and evaluate respond to
the main independently in
ideas of SUBMP5
SUBMP5 procedural elements. Students
2. MEMBACA - texts on the Procedure look for and
Project
MEMIRSA (Recognize, topic of how Text (Main evaluate main
Based
locate, and assess key to create short Idea) ideas and specific
ideas and specific functional information in a
information in procedure texts that are variety of text
text.) properly types (visual,
presented multimodal, and
both written interactive).
and orally. Students will
2.3. Students identify the text's
can find purpose in order to
detailed comprehend
information information.
on procedural
Procedure
texts on the
Text Discover
topic of how
(Question y
to create short
Words) Learning
functional
texts that are
correctly
presented in
writing or
orally.
3.1. Students Procedure Students will
can explain Text (How Discover communicate their
SUBMP6
how to give a to y ideas and
3. MENULIS -
good Presenting Learning experiences
MEMPRESENTASIKA
presentation. Well) through simple
N (Narrative texts must
3.2. Students Procedure and structured
be planned, written, and
can Text (How Project paragraphs in
presented..)
demonstrate to make Based SUBMP6
the ability to Short elements. Students

6
create Functional will construct
functional Text) arguments,
text creations. explain, and
defend their
opinions by using
examples, making
plans, and
presenting
informative,
imaginative, and
persuasive texts
based on simple
compound
sentences.

7
2. 3 Reflective Assessment After Joining In Teaching Practicum (PLP)
No Reflective components
1 Wite 3 Strengths – 2
Weaknesses – 1 solution from
your teaching practicum (PLP)
2 Please add your reflective assessment, and use 4F (fact, feeling, finding and
future) model as follows:
a Facts (Peristiwa),
Tell us about your experience
taking part in PLP for 4
months). Write down what
happened to you in the
process? Also tell us about the
obstacles/difficulties during
the PLP process?
Answering
The strengths of PLP activities,
makes the writer aware of the state of education
around him, the writer is able to directly apply
the knowledge he has, writing becomes more
critical when combined, and direct action is taken
in the school environment to improve the quality
of education
The disadvantages of PLP activities are,
Because there is no consistency in the quantity of
assignments, the campus is unable to handle the
extent to which students work directly at school
and provides many demanding reports, so
students cannot maximize both.
The solution proposed is for both parties to
reconfirm which domains students will learn and
practise in order for assignments to be continuous
and not burden one of them.
The author gained a lot of experience during the
three-month teaching process. The first is how to
regulate emotions; as the role model for students,
the teacher must be firm and patient in class so that
students are obedient but not afraid. The second
step is to motivate students. Because not all
students enjoy English classes, the teacher's job is
to restore their confidence so that they want to
learn and receive the information provided. The
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 author learned to be a collaborative person
because, when creating learning media, the teacher
cannot rely solely on his knowledge. The term
sharing is caring is very useful because the more
we get and vary the learning media, the less bored
the students will be. In this case, the teacher is
asked to actively ask and answer fellow teachers'
questions. In teaching, The author also learned
dexterity and accuracy; when the material ran out
and students became bored, The author had to
quickly prepare games or icebreakers; and when
students asked for material outside of learning, and
had to quickly find reasons.

b Feeling (Perasaan), Initially, the author was perplexed because what

How did you feel during the he learned on campus about the curriculum
PLP activity? What did you differed greatly from the conditions in the field.
feel when you took PLP, The author is hesitant to grow because he lacks
especially when it was related the necessary knowledge to write work based on
to Compiling curriculum the independent curriculum. It turned out that the
analysis (syllabus or ATP? school took the initiative to give short lectures
Tell me about things that made about the independent curriculum, so the author
you have that feeling. is well-versed in this area. During the process, the
writer was asked to create 5 modules, which was
exhausting because the writer did not know the
students' abilities first-hand but had to be able to
create a flow of lesson objectives. Finally, the
author attempts to enjoy the work while adhering
to the guidelines established by the school and
the Ministry of Education and Culture.
c Finding (Pembelajaran), The author acquires knowledge in the academic
What lessons did I get from the and administrative fields of teachers, strengthens
process? What new things did I educational academic competence and fields of

9
 learn about myself after the
process?
d Future (Penerapan),
What can I do better if I
become an English educator in
the future? What
actions/measures/alternative
solutions will I take after
learning from the PLP
activity?
study, improves critical thinking skills and
higher-order thinking skills, has personality
stability as a prospective educator and diverse
learning experiences to develop professionalism,
and is prepared to become a creative, innovative,
and critical educator.
The author aspires to be an English teacher who
can increase student learning motivation, provide
maximum learning media so that students can
fully master the language, and become a teacher
who can adjust students' abilities and needs in an
ever-changing era.
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 CHAPTER 3

DISCUSSION

The activities undertaken by the author resulted in an analysis related to the curriculum as
follows,

Difference Curriculum 2013 Freedom Curriculum

Learning objectives
Learning Outcomes
Approach
Determined annually Set per phase
Detailed and separate Essential competencies and
competencies materials
Project-Based Learning and
Thematic
Pancasila Student Profiles

Based on the table and the results of the author’s experience in UPT SMPN 8 Gresik in grade
8 used phase D, Students to communicate their ideas and experiences through simple and
structured paragraphs at the end of the phase, demonstrating developments in the use of specific
vocabulary and simple sentence structures. They plan, write, and present informative,
imaginative, and persuasive texts using simple and compound sentences to construct arguments
and explain or defend an opinion using examples.

According to the author’s observations, the strength of the independent curriculum is that it is
simpler and more detailed, which means that it only focuses on essential material and on
developing student abilities. The curriculum is more relevant and interactive, and project-based
learning allows students to develop and explore current issues that support the development of
the Pancasila student character. Teachers and students are more self-sufficient; students are not
divided into specializations, but can choose intra and extracurricular lessons based on their
talents, interests, and aspirations; teachers will teach based on students’ learning achievements
and development.

11
 CONCLUSION

PLP activities at UPT SMPN 8 Gresik went extremely well and were in line with their
objectives. Starting with an examination of the school situation, namely the physical condition
of the school, which is excellent and sufficient to support the achievement of educational
objectives. The UPT SMPN 8 Gresik students' personalities have instilled ethical, polite, and
creative attitudes. Character development is carried out from the start of MPLS until the end
of the school year. Even though a number of students must still be directed, it is hoped that by
the time they graduate, they will already have the provision of good character as students. The
curriculum used at the school is the independent learning curriculum for students in grades VII
and VIII, which has been in place since 2021, while students in grades IX continue to use the
2013 curriculum. PLP students prepare learning tools in accordance with the independent
learning curriculum, namely the teaching module, before engaging in learning practices. There
are also interesting teaching materials, assessment tools, and learning media, particularly in
English subjects. Students have used ICT in their learning activities in a variety of effective
and efficient media. During the teaching practice, students were able to manage the class quite
well, despite the fact that they encountered a variety of obstacles, but they persevered in their
efforts to overcome these obstacles.

Suggestion

The implementation is already good but not supported by technological facilities, The teacher
is having difficulty completing the project due to poor internet-based class facilities. It is
difficult to provide projectors and LCDs, many students do not have laptop computers, internet
speeds are slow, and many students do not have mobile phones that can run large applications.
Unless schools want to increase learning based on the 4.0 era, it is hoped that at least simple
tools in the form of LCDs will be prepared so that learning is more varied, and teachers will be
able to find effective and efficient manual learning media to explore student creativity and
motivation.

These are the outcomes of my learning process presentation at UPT SMPN 8 Gresik
using the independent learning curriculum. The application is very optimal and on target, but
it is hoped that the technology base will be improved further, given that the school's vision and

12
mission call for 4.0 learning. Teachers are also expected to be more exploratory in their search
for study resources in order to balance the free and detailed student learning processes.

13
 ATTACHMENT

The author can only attach the ATP prepared by the school and agreed upon based on the
implemented curriculum.

( Using Bahasa and Kurikulum Merdeka)

UPT S SEKOLAH MENENGAH PERTAMA NEGERI (SMPN) 8 GRESIK

DINAS PENDIDIKAN KABUPATEN GRESIK

ALUR TUJUAN PEMBELAJARAN

OTORISASI Pengemb Kepala
ang ATP Koordinator Pengembang ATP Sekolah
Santi Puji
Astutik,
S.Pd., M.
Afif, Burhanuddin,
Herlina Parwati, S. Pd.
S.Pd., S.Pd.,M.Si.
Ety Dwi
Astuti,
S.Pd.
MATA Bahasa TOTAL JP
PELAJARAN Inggris @Jenjang
Kelas VII, VIII, IX
FASE CAPAIAN …. JP (1
PEMBELAJARAN Fase D Tahun)
CAPAIAN CAPAIAN PEMBELAJARAN LULUSAN (CPL)
PEMBELAJARAN 1. Mencintai Tuhan Yang Maha Esa dan memahami kehadiran Tuhan
Yang Maha Esa dalam kehidupan sehari - hari, memahami ajaran
agama, melaksanakan ibadah secara rutin dan mandiri sesuai dengan
tuntunan agama/kepercayaan, berani menyatakan kebenaran,
menyayangi dirinya, menyadari pentingnya keseimbangan kesehatan
jasmani, mental dan rohani, memahami sesama manusia, berinisiatif
menjaga alam, serta memahami kewajiban dan hak sebagai warga
negara ;
2. Mengekspresikan dan bangga terhadap identitas diri dan budayanya,
menghargai keragaman masyarakat dan budaya nasional, terbiasa
melakukan interaksi antar budaya, menolak stereotip dan diskriminasi,
serta berpartisipasi aktif menjaga Negara Kesatuan Republik Indonesia;
3. Menunjukkan perilaku terbiasa peduli dan berbagi, serta kemampuan
berkolaborasi lintas kalangan di lingkungan terdekat dan lingkungan
sekitar;
4. Terbiasa bertanggung jawab, melakukan refleksi, berinisiatif dan
merancang strategi untuk pembelajaran dan pengembangan diri, serta
mampu beradaptasi dan menjaga komitmen untuk meraih tujuan;
5. Menunjukkan kemampuan menyampaikan gagasan orisinal,
membuat tindakan atau karya kreatif sesuai kapasitasnya, dan terbiasa
mencari alternatif tindakan dalam menghadapi tantangan;
6. Menunjukkan kemampuan mengidentifikasi informasi yang relevan
atau masalah yang dihadapi, menganalisis, memprioritaskan informasi
yang paling relevan atau alternatif solusi yang paling tepat;

14
7. Menunjukkan kemampuan dan kegemaran berliterasi berupa
menginterpretasikan dan mengintegrasikan teks, untuk menghasilkan
inferensi sederhana, menyampaikan tanggapan atas informasi, dan
mampu menulis pengalaman dan pemikiran dengan konsep sederhana;
8. Menunjukkan kemampuan numerasi dan bernalar menggunakan
konsep, prosedur, fakta dan alat matematika untuk menyelesaikan
masalah yang berkaitan dengan diri, lingkungan terdekat, dan
masyarakat sekitar.
CAPAIAN PEMBELAJARAN FASE D
Pada akhir Fase D, peserta didik menggunakan teks lisan, tulisan dan
visual dalam bahasa Inggris untuk berinteraksi dan
berkomunikasi dalam konteks yang lebih beragam dan dalam situasi
formal dan informal. Peserta didik dapat menggunakan berbagai jenis
teks seperti narasi, deskripsi, prosedur, teks khusus (pesan singkat,
iklan) dan teks otentik menjadi rujukan utama dalam mempelajari
bahasa Inggris di fase ini. Peserta didik menggunakan bahasa Inggris
untuk berdiskusi dan menyampaikan keinginan/perasaan. Pemahaman
mereka terhadap teks tulisan semakin berkembang dan keterampilan
inferensi mulai tampak ketika memahami informasi tersirat. Mereka
memproduksi teks tulisan dan visual dalam bahasa Inggris yang
terstruktur dengan kosakata yang lebih beragam. Mereka memahami
tujuan dan pemirsa ketika memproduksi teks tulisan dan visual dalam
bahasa Inggris.
CAPAIAN PEMBELAJARAN MATA PELAJARAN (CPMP)
MENYIMAK - BERBICARA (Pada akhir fase D, peserta didik
menggunakan Bahasa Inggris untuk berinteraksi dan saling bertukar
ide, pengalaman, minat, pendapat dan pandangan dengan guru, teman
sebaya dan orang lain dalam berbagai macam konteks familiar yang
formal dan informal. Dengan pengulangan dan penggantian kosakata,
peserta didik memahami ide utama dan detil yang relevan dari diskusi
atau presentasi mengenai berbagai macam topik yang telah familiar dan
dalam konteks kehidupan di sekolah dan di rumah. Mereka terlibat
dalam diskusi, misalnya memberikan pendapat, membuat
perbandingan, dan menyampaikan preferensi. Mereka menjelaskan dan
memperjelas jawaban mereka menggunakan struktur kalimat dan kata
kerja sederhana.)
MEMBACA - MEMIRSA (Pada akhir fase D, peserta didik membaca
dan merespon teks familiar dan tidak familiar yang mengandung
struktur yang telah dipelajari dan kosakata yang familiar secara
mandiri. Mereka mencari dan mengevaluasi ide utama, dan informasi
spesifik dalam berbagai jenis teks. Teks ini dapat berbentuk cetak atau
digital, termasuk diantaranya teks visual, multimodal atau interaktif.
Mereka mengidentifikasi tujuan teks dan mulai melakukan inferensi
untuk memahami informasi tersirat dalam sebuah teks.)
MENULIS - MEMPRESENTASIKAN (Pada akhir fase D, Peserta
didik mengomunikasikan ide dan pengalaman mereka melalui
paragraph sederhana dan terstruktur, menunjukkan perkembangan
dalam penggunaan kosakata spesifik dan struktur kalimat sederhana.
Menggunakan contoh, mereka membuat perencanaan, menulis, dan
menyajikan teks informasi, imajinasi, dan persuasi dengan
menggunakan kalimat sederhana untuk menyusun argumen dan
menjelaskan atau mempertahankan suatu pendapat.)
Capaian Pembelajaran SUBMP Kelas VII

15
 CP- 1. MENYIMAK - BERBICARA (Memberikan pendapat
SUBMP1 dalam diskusi atau presentasi.)
CP- 2. MEMBACA - MEMIRSA (Mengenal, dan mencari ide
SUBMP2 utama serta informasi spesifik dalam teks deskripsi.)
CP- 3. MENULIS - MEMPRESENTASIKAN (Membuat
SUBMP3 perencanaan, menulis, dan menyajikan teks deskripsi.)
Capaian Pembelajaran SUBMP Kelas VIII
CP- 1. MENYIMAK - BERBICARA (Membuat perbandingan
SUBMP4 dalam diskusi atau presentasi)
2. MEMBACA - MEMIRSA (Mengenal, mencari dan
CP-
mengevaluasi ide utama dan informasi spesifik pada teks
SUBMP5
prosedur.)
CP- 3. MENULIS - MEMPRESENTASIKAN (Membuat
SUBMP6 perencanaan, menulis, dan menyajikan teks prosedur.)
Capaian Pembelajaran SUBMP Kelas IX
CP- 1. MENYIMAK - MEMBACA (Menyampaikan
SUBMP7 preferensi dalam diskusi atau presentasi.)
2. MEMBACA - MEMIRSA (Mengenal, mencari dan
CP-
mengevaluasi ide utama, serta melakukan inferensi untuk
SUBMP8
memahami informasi tersirat dalam teks narasi.)
CP- 3. MENULIS - MEMPRESENTASIKAN (Membuat
SUBMP9 perencanaan, menulis, dan menyajikan teks narasi.)
Kriteri
Capaian Tujuan Konsep/ Kegiatan Alokas a dan
Kela Bobot
Pembelajara Pembelaj Proposi Pembelaj i Teknik
s Penilaian
n aran si aran Waktu Penilai
an
Level
Kemam
Tes dan
Diagnostic Test puan; 2 JP Tes dan Angket
Angket
Gaya
Belajar
Motivati
on
Watching
Time; Aktifitas Berbicara
Welcome Section Video ; 4 JP
Pengula (Speaking Activity)
Games
ngan
Materi
CP-SUBMP1 1.1.Pesert Transact Discover KRITE
Elemen:
1. a didik ional y RIA
VII Menyimak
MENYIMAK mampu and Learning Penilai
(40%);
- memberi Interpers berbasis an

16
BERBICARA dan onal pembelaj Acuan Berbicara
(Memberikan merespon Convers aran Norma (60%)
pendapat ucapan ation kooperati (PAN)
dalam diskusi sapaan, (Greetin f dan TEKNI
atau selamat g, Leave pendekata K:
presentasi.) tinggal, Taking, n 1. Tes
terima Thankin kontekstu a.
kasih, dan g, and al Format
permintaa Apologi if
n maaf zing.) b.
dalam Sumati
percakapa f 2.
n Non
sederhana Tes
dengan Penilai
sesuai. an
1.2. projek
Peserta
Discover
didik
y
mampu
Learning
memberi
berbasis
dan
Asking pembelaj
merespon
and aran
pendapat
Giving kooperati
dalam
Opinion f dan
konteks
pendekata
formal
n
dan
kontekstu
informal
al
dengan
benar.
1.3.Pesert
a didik
mampu Discover
memperke y
Transact
nalkan Learning
ional
dirinya berbasis
Convers
sendiri pembelaj
ation
dan orang aran
(Introdu
lain dalam kooperati
cing
lingkup f dan
Oneself
sekolah pendekata
and
dan n
Others)
lingkunga kontekstu
n sekitar al
dengan
baik.
1.4.Pesert Project
Notice,
a didik Based
Giving
mampu Learning
Instructi
memberi berbasis
on, and
dan pembelaj
Prepositi
merespon aran
on.
s kooperati

17
 instruksi f dan
dalam pendekata
lingkup n
sekolah, kontekstu
dan al
lingkunga
n sekitar
dengan
benar.
2.1.
Peserta
Descript Project
didik
ive Text Based
mampu
(Social Learning
mengenal
Function berbasis
teks
, pembelaj
deskripsi
Generic aran
yang
Structur kooperati
disajikan
e, and f dan
secara
Languag pendekata
tulis
e n
maupun
features. kontekstu
lisan
) al KRITE
dengan
RIA
baik.
Penilai
2.2.
an
Peserta
Acuan
didik
Discover Norma
CP-SUBMP2 mampu
y (PAN)
2. menentuk
Learning TEKNI
MEMBACA - an ide
berbasis K: Elemen:
MEMIRSA utama dari
Descript pembelaj 1. Tes Membaca
(Mengenal teks
ive Text aran a. (40%);
dan mencari deskripsi
(Main kooperati Format Memirsa
ide utama yang
Idea) f dan if (60%)
serta informasi disajikan
pendekata b.
spesifik dalam secara
n Sumati
teks.) tulis
kontekstu f 2.
maupun
al Non
lisan
Tes
dengan
Penilai
benar.
an
2.3.
projek
Peserta
didik
mampu
Scientific
menemuk
Descript Learning
an
ive Text berbasis
informasi
(Questio pembelaj
rinci pada
n aran
teks
Words) kooperati
deskripsi
f
yang
disajikan
secara
tulis

18
 maupun
lisan
dengan
benar.
3.1.
Discover
Peserta
y
didik
Learning
mampu
Daily berbasis
menuliska
Activitie pembelaj
n daftar
s aran
kegiatan
(Simple kooperati
sehari hari
Present f dan
sesuai
Tense) pendekata
konteks
n KRITE
dirinya
kontekstu RIA
dengan
al Penilai
baik.
an
3.2. Project
Acuan
Peserta Based
CP-SUBMP3 Norma
didik Learning
3. MENULIS (PAN)
mampu berbasis
- Descript TEKNI
mendeskri pembelaj
MEMPRESE ive Text K: Elemen:
psikan aran
NTASIKAN (Family 1. Tes Menulis
orang kooperati
(Membuat Member a. (40%);
dengan f dan
perencanaan, s) Format Mempresenta
konteks pendekata
menulis, dan if sikan (60%)
keluarga n
menyajikan b.
dengan kontekstu
teks Sumati
baik. al
informasi.) f 2.
3.3.
Non
Peserya
Project Tes
didik
Based Penilai
mampu
Learning an
mendeskri
berbasis projek
psikan Descript
pembelaj
tempat ive Text
aran
dengan (Things
kooperati
konteks Around
f dan
sekolah You)
pendekata
dan
n
lingkunga
kontekstu
n sekitar
al
dengan
baik.

19
 KRITE
9 JP RIA
Perenc Penilai
Dimensi
anaan an
Beriman
Project Project: Acuan
,
Based 30JP/1 Norma
Bertakw TOR
Learning 0mapel (PAN)
a kepada (Perencanaan
berbasis = 3 JP TEKNI
Tuhan ) : 20%
pembelaj Pelaksa K:
Yang LAPORAN
aran naan Non
PROJEK PROFIL PELAJAR Maha PROJEK
kooperati Projek: Tes
PANCASILA Esa, dan (Pelaksanaan
f dan 40JP/1 1.
Berakhl 50%)
pendekata 0mapel Penilai
ak PRESENTAS
n = 4 JP an
Mulia; I
kontekstu Present projek
Berkebh (30%)
al serta asi 2.
inekaan
tematik Projek: Penilai
Global;
20JP/1 an
Kritis
0mapel Kinerja
= 2 JP 3.Peng
amatan
CADANGAN
SUMATIF
TOTAL JP

Kriteri
Capaian Tujuan Konsep/ Kegiatan Alokas a dan
Kela Bobot
Pembelajara Pembelaj Proposi Pembelaj i Teknik
s Penilaian
n aran si aran Waktu Penilai
an
Level
Kemam
Tes dan
Diagnostic Test puan; 2 JP Tes dan Angket
Angket
Gaya
Belajar
Motivati
on
Watching
Time; Aktifitas Berbicara
Welcome Section Video ; 4 JP
Pengula (Speaking Activity)
Games
ngan
Materi
1.1.Pesert Discover KRITE
SUBMP4 a didik Asking y RIA
1. mampu and Learning Penilai
MENYIMAK melakuka Giving berbasis an
Elemen:
- n tindakan Atttentio pembelaj Acuan
Menyimak
BERBICARA meminta n and aran Norma
VIII (40%);
(Membuat dan Asking kooperati (PAN)
Berbicara
perbandingan memberi and f dan TEKNI
(60%)
dalam diskusi perhatian Giving pendekata K:
atau serta Permissi n 1. Tes
presentasi) meminta on. kontekstu a.
dan al Format

20
 memberi if
ijin dalam b.
konteks Sumati
sekolah f 2.
dan Non
keluarga Tes
dengan Penilai
baik. an
1.2.Pesert projek
a didik Project
mampu Based
mendeskri Learning
psikan Descript berbasis
hewan ive Text pembelaj
dengan (Degree aran
membandi of kooperati
ngkan ciri Compari f dan
- ciri fisik son) pendekata
maupun n
karaktern kontekstu
ya dengan al
sesuai.
2.1.
Peserta
didik
mampu
mengenal
Procedu Discover
teks
re Text y
prosedur KRITE
(Social Learning
dengan RIA
Function berbasis
topik cara Penilai
, pembelaj
membuat an
Generic aran
teks Acuan
Structur kooperati
SUBMP5 fungsional Norma
es, and f dan
2. pendek (PAN)
Languag pendekata
MEMBACA - yang TEKNI
e n
MEMIRSA disajikan K: Elemen:
Features kontekstu
(Mengenal, secara 1. Tes Membaca
) al
mencari dan tulis a. (40%);
mengevaluasi maupun Format Memirsa
ide utama dan lisan if (60%)
informasi dengan b.
spesifik pada baik. Sumati
teks prosedur.) 2.2. f 2.
Peserta Non
didik Tes
Scientific
mampu Penilai
Learning
menentuk Procedu an
berbasis
an dan re Text projek
pembelaj
mengeval (Main
aran
uasi ide Idea)
kooperati
utama dari
f
teks
prosedur
dengan

21
 topik cara
membuat
teks
fungsional
pendek
yang
disajikan
secara
tulis
maupun
lisan
dengan
baik.
2.3.
Peserta
didik
mampu
menemuk
an
informasi Project
rinci pada Based
teks Learning
prosedur berbasis
Procedu
dengan pembelaj
re Text
topik cara aran
(Questio
membuat kooperati
n
teks f dan
Words)
fungsional pendekata
pendek n
yang kontekstu
dicajikan al
secara
tertulis
maupun
lisan
dengan
benar.
3.1. KRITE
Peserta Discover RIA
SUBMP6 didik y Penilai
3. MENULIS mampu Learning an
- menjelask berbasis Acuan
Procedu Elemen:
MEMPRESE an pembelaj Norma
re Text Menulis
NTASIKAN bagaiman aran (PAN)
(How to (40%);
(Membuat a kooperati TEKNI
Presenti Mempresenta
perencanaan, melakuka f dan K:
ng Well) sikan (60%)
menulis, dan n pendekata 1. Tes
menyajikan presentasi n a.
teks naratif.) dengan kontekstu Format
dengan al if
baik b.

22
 3.2. Sumati
Peserta f 2.
Project
didik Non
Based
mampu Tes
Learning
melakuka Procedu Penilai
berbasis
n re Text an
pembelaj
demonstra (How to projek
aran
si untuk make
kooperati
membuat Short
f dan
kreasi - Function
pendekata
kreasi teks al Text)
n
fungsional
kontekstu
pendek
al
dengan
baik.
KRITE
9 JP RIA
Perenc Penilai
Dimensi
anaan an
Beriman
Project Project: Acuan
,
Based 30JP/1 Norma
Bertakw TOR
Learning 0mapel (PAN)
a kepada (Perencanaan
berbasis = 3 JP TEKNI
Tuhan ) : 20%
pembelaj Pelaksa K:
Yang LAPORAN
aran naan Non
PROJEK PROFIL PELAJAR Maha PROJEK
kooperati Projek: Tes
PANCASILA Esa, dan (Pelaksanaan
f dan 40JP/1 1.
Berakhl 50%)
pendekata 0mapel Penilai
ak PRESENTAS
n = 4 JP an
Mulia; I
kontekstu Present projek
Berkebh (30%)
al serta asi 2.
inekaan
tematik Projek: Penilai
Global;
20JP/1 an
Kritis
0mapel Kinerja
= 2 JP 3.Peng
amatan
CADANGAN
SUMATIF
TOTAL JP

Kriteri
Capaian Tujuan Konsep/ Kegiatan Alokas a dan
Kela Bobot
Pembelajara Pembelaj Proposi Pembelaj i Teknik
s Penilaian
n aran si aran Waktu Penilai
an
Level
Kemam
Tes dan
Diagnostic Test puan; 2 JP Tes dan Angket
Angket
Gaya
Belajar

23
 Motivati
on
Watching
Time; Aktifitas Berbicara
Welcome Section Video ; 4 JP
Pengula (Speaking Activity)
Games
ngan
Materi
1.1.Pesert
a didik Discover
mampu y
menyatak Learning KRITE
an suka berbasis RIA
atau tidak pembelaj Penilai
suka Like and aran an
mengenai Dislike kooperati Acuan
hal - hal f dan Norma
SUBMP7
dalam pendekata (PAN)
1.
cerita n TEKNI
MENYIMAK
narasi kontekstu K: Elemen:
-
dengan al 1. Tes Menyimak
BERBICARA
baik. a. (40%);
(Menyampaik
1.2. Format Berbicara
an inferensi Project
Peserta if (60%)
dalam diskusi Based
didik b.
atau Learning
mampu Sumati
presentasi) berbasis
menentuk f 2.
pembelaj
an pilihan Non
Preferen aran
mengenai Tes
ce kooperati
hal - hal Penilai
f dan
dalam an
IX pendekata
cerita projek
n
narasi
kontekstu
dengan
al
baik.
2.1. KRITE
Peserta RIA
SUBMP8
didik Penilai
2. Narative
mampu an
MEMBACA - and Discover
membeda Acuan
MEMIRSA Recount y
kan teks Norma
(Mengenal, Texts Learning
narasi (PAN)
mencari dan (Social berbasis
berdasark TEKNI Elemen:
mengevaluasi Function pembelaj
an fakta K: Membaca
ide utama, , aran
dan 1. Tes (40%);
serta Generic kooperati
imaginasi a. Memirsa
melakukan Structur f dan
yang Format (60%)
preferensi es, and pendekata
disajikan if
untuk Languag n
secara b.
memahami e kontekstu
tulis Sumati
informasi Features al
maupun f 2.
tersirat dari )
lisan Non
teks narasi.)
dengan Tes
benar. Penilai

24
 2.2. an
Peserta projek
didik
mampu
menentuk
an dan Project
mengeval Narative Based
uasi ide and Learning
utama dari Recount berbasis
teks narasi Texts pembelaj
yang (Main aran
disajikan Idea) kooperati
secara f
tulis
maupun
lisan
dengan
benar.
2.3.
Peserta
didik
mampu
Scientific
memaham
Learning
i Narative
berbasis
informasi and
pembelaj
tetrsirat Recount
aran
pada teks Texts
kooperati
narasi (Synony
f dan
yang m and
pendekata
disajikan Antony
n
secara m)
kontekstu
tertulis
al
maupun
lisan
dengan
benar.
3.1. Scientific KRITE
SUBMP9
Peserta Learning RIA
3. MENULIS
didik Narative berbasis Penilai
-
mampu and pembelaj an Elemen:
MEMPRESE
melengka Recount aran Acuan Menulis
NTASIKAN
pi cerita Text kooperati Norma (40%);
(Membuat
narasi (Simple f dan (PAN) Mempresenta
perencanaan,
yang Past pendekata TEKNI sikan (60%)
menulis, dan
hilang Tense n K:
menyajikan
dengan kontekstu 1. Tes
teks narasi.)
padu. al a.

25
 3.2. Format
Peserta if
didik b.
mampu Scientific Sumati
mengubah Narative Learning f 2.
kalimat and berbasis Non
langsung Recount pembelaj Tes
menjadi Text aran Penilai
tak (Direct kooperati an
langsung and f dan projek
yang Indirect pendekata
terdapat Sentenc n
pada teks e) kontekstu
narasi al
dengan
benar.

3.3.
Peserta
didik
Project
mampu
Narative Based
mencerita
and Learning
kan teks
Recount berbasis
narasi
Text pembelaj
secara
(Story aran
tertulis
Telling) kooperati
maupun
f.
lisan
dengan
baik.
KRITE
9 JP RIA
Perenc Penilai
Dimensi
anaan an
Beriman
Project Project: Acuan
,
Based 30JP/1 Norma
Bertakw TOR
Learning 0mapel (PAN)
a kepada (Perencanaan
berbasis = 3 JP TEKNI
Tuhan ) : 20%
pembelaj Pelaksa K:
Yang LAPORAN
aran naan Non
PROJEK PROFIL PELAJAR Maha PROJEK
kooperati Projek: Tes
PANCASILA Esa, dan (Pelaksanaan
f dan 40JP/1 1.
Berakhl 50%)
pendekata 0mapel Penilai
ak PRESENTAS
n = 4 JP an
Mulia; I
kontekstu Present projek
Berkebh (30%)
al serta asi 2.
inekaan
tematik Projek: Penilai
Global;
20JP/1 an
Kritis
0mapel Kinerja
= 2 JP 3.Peng
amatan
CADANGAN
SUMATIF
TOTAL JP

26
27