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soal semester 2 bahasa inggris XII

ULANGAN AKHIR SEMESTER 2

SEKOLAH MENENGAH ATAS (SM

LEMBARAN SOAL

 

Mata pelajaran          : Bahasa Inggris

Kelas                           : XII

Hari/ tanggal              : ……………………..

Waktu                                    : 90 menit

 

PETUNJUKN UMUM:

  1. Sebelum mengerjakan soal, tulislah terlebih dahulu nama, Nomor Ulangan Umum, dan kelas pada jawaban yang tersedia.
  2. Kerjakan soal-soal dengan pulpen/bolpoint, dan tidak boleh mengerjakan soal dengan pensil/spidol.
  3. Periksa dan bacalah soal-soal dengan teliti sebelum anda menjawab.
  4. Jumlah soal: 40 soal pilihan ganda dan 5 soal essay semua harus dikerjakan.
  5. Laporkan kepada pengawas UU kalau terdapat tulisan yang kurang jelas atau ada yang rusak.
  6. Dahulukan menjawab soal-soal yang anda anggap mudah.
  7. Kerjakan pada lembar jawaban yang disediakan dengan cara memberikan tanda silang (X) pada jawaban yang anda anggap paling benar.
  8. Apabila ada jawaban yang anda anggap salah, dan anda ingin memperbaikinya, tidak diperbolehkan memakai tipe-ex atau penghapus, melainkan dengan cara seperti dibawah ini.

Semula                        :           a          b          c          d          e

Dibetulkan      :           a          b          c          d          e

  1.  Untuk menjawab soal-soal essay (uraian) perbaikan dengan cara mencoret jawaban yang salah dengan dua garis dan menulis di atas jawaban yang diperbaiki.
  2. Selamat mengerjakan.

PETUNJUK KHUSUS:

I. Some texts and questions will be given in this section. Read them carefully and answer the questions by crossing a, b, c, d or e in your answer sheet!.

Text  1 is for questions number 1-5.

Icebergs are mountains of freshwater ice floating in the ocean. They are huge chunks broken off from the great masses of land ice called glaciers.

Almost all of Greenland and Antarctica are covered by glaciers the year round. Glaciers also cover parts of Alaska. They are formed by layers of packed snow. Glacier may be thousands of meters thick. Their front ends, or tongues, reach down to the sea. At the coast the tips of the tongues break off, plunge into the oceans, and become icebergs. This process is called calving.

When calving occurs, a loud cracking noise fills the air. Sometimes a low rumbling can be heard for hours before the ice actually breaks away. People close enough can hear the hissing of air as it escapes from bubbles bursting in the ice along the break.

Glaciers calve all year round. Just as many icebergs break off in winter as in summer. But in winter their passageway to open the sea is often jammed with masses of frozen seawater. Icebergs pile up behind this jam of sea ice. In the spring, when the ice block is broken, a whole fleet of icebergs may sail out toward the open ocean.

Icebergs from the eastern coast of Greenland drift southward. They are carried by the Greenland Current, which then swings them northward around the tip of the island. Part of the way up the coast the icebergs are caught in the cold Labrador Current and carried southward toward Newfound-land

On the way, most of the icebergs become grounded among the many islands and bays along the Labrador coast. The others float on toward the open sea. Off Newfoundland they are caught by a warm current from the south called the Gulf Stream. Icebergs that do not ground and remain in the Labrador Current often enter the lanes used by ships crossing the Atlantic Ocean.

An iceberg starts to break up almost as soon as it is afloat. Cracks appear and become filled with water from ice that melts during the day. When this melted water freezes at night, it expands and widens the cracks. The ice is weakened, and pieces of iceberg break off and float away. The iceberg becomes smaller and smaller. Most icebergs melt completely within a few days of entering the Gulf Stream

  1. What does the text tell us about?
    1. What calving is
    2. What glaciers cover
    3. How far glaciers cover
    4. How icebergs exist*
    5. How iceberg is defined
  1. In what paragraph is the definition of iceberg found?
    1. Paragraph 1*
    2. Paragraph 2
    3. Paragraph 3
    4. Paragraph 4
    5. Paragraph 5
  1. Calving is ….
    1. The loud cracking noise in the air
    2. The process of becoming icebergs *
    3. The coast tip falling down into the sea
    4. The tongues of Glaciers reaching down to the sea
    5. The plunging process of a certain part of Glaciers
  1. The purpose of this text is….
    1. to describe Iceberg in detail
    2. to give readers the information of Iceberg
    3. to tell about the area covered with huge Icebergs
    4. to explain the process of iceberg as a natural phenomena *
    5. to retell natural events for the purpose of informing or entertaining
  1. They are the huge chunks broken off from the great masses of land ice called glaciers

The bold word has the same meaning as ….

  1. gigantic
  2. strong
  3. tiny
  4. wide
  5. hard
  1. When you are driving a car. ………your child at the back of your own seat!
    1. don’t forget to seat
    2. I’d like to put a seat
    3. remember to sit down
    4. I’d like you to have a seat
    5. you are seated
  2. John           : …… I completely forgot to bring your novel. ….

Cindy        : It’s okay, you can return it tomorrow

  1. I forgive you – you are very kind
  2. I am really sorry – It’s very kind of you
  3. I give my apology – this won’t happen again
  4. I forgive you – this won’t happen again
  5. I am really sorry – this won’t happen again*
  1. The murder  …. yet though people really hope the murderer ….
    1. has not solved – catch
    2. has not to solve – caught
    3. has not to be solved – be caught
    4. has not been solved – to be caught*
    5. has not been solved – being caught
  1. Eddy         : This room …….every day. This seems no dust on it. It’s so shiny

Roy           :  I think so

  1. can be very clean
  2. may so clean
  3. will be cleaned
  4. must be cleaned*
  5. must be extremely clean

Text  2   is for questions number 10-15.

My neighbour’s children love playing hide-and-seek as all children do, but no one expected that a game they played last week would be reported in the local newspaper.

One afternoon, they were playing in the street just outside the post office. Young Ian, who is only five years old found the perfect place to hide. His sister, Janet, had shut her eyes and was counting up to ten when Ian noticed that the small metal door of the letter-box had been left open. The postman had just taken all the letters out and had gone into the post office to see if there were any parcels. Ian climbed into the letter-box and pulled the door from the inside so hard that it locked. Soon realizing what he had done, he became very frightened and started crying. Meanwhile, Janet was looking for him everywhere but could not find him. It was lucky she happened to stop outside the letter-box and hear her brother’s cries. She immediately ran to tell the postman who hurried out to unlock the metal door. Ian was now free, but he had had such a bad fright that he could not stop crying. The postman, however, soon found a way of making him laugh again. He told him that next time he wanted to hide in a letter-box, he should remember to stick a stamp on himself

  1. What is the text about?
    1. The most harmful event of game
    2. The writer’s neighbor’s children playing game
    3. The game played by the writer’s neighbor children
    4. The dangerous game done by the writer’s neighbor’s children
    5. The event of when the children of the writer’s neighbor’s were playing game*
  1. Which one of the following does the story tell?
    1. Janet had already finished counting ten
    2. Ian locked himself purposefully in the letterbox
    3. Ian was able to unlock the letterbox himself
    4. Janet was the one who told the postman about the problem*
    5. The postman got such a fright that he could open the letterbox
  1. “My neighbour’s children love playing hide-and-seek as all children do, but no one expected that a game they played last week would be reported in the local newspaper. One afternoon, they were playing in the street just outside the post office.”

The above is the ……..of the text

  1. thesis
  2. description
  3. orientation*
  4. explanation
  5. general classification
  1.  “Soon realizing what he had done, he became very frightened and started crying ” The underlined word in the sentence above can be classified into….
    1. verbal verb
    2. mental verb
    3. relational verb
    4. existential verb*
    5. behavioral verb
  1. What is the communicative purpose of the text?
    1. To retell a story for entertaining*
    2. To describe the way things look like
    3. To inform readers about events of the day.
    4. To describe particular participants, Ian and Janet
    5. To explain the processes involved in natural phenomena.
  1. Ian climbed into the letter-box and pulled the door from the inside so hard that it locked. Soon realizing what he had done, he became very  …..  and started crying.
    1. amused
    2. bored
    3. friendly
    4. panicky
    5. delighted
  1. Jean                       : ……

Mr. Thomson         : my pleasure. What can I do for you?

Jean                       : I need to move this table to that corner.

  1. Hi, help me !
  2. Do you mind if I say something?
  3. Excuse me, do you have the time?
  4. Sorry, I hate to interrupt but I have to.
  5. I’d be very grateful if you’d do me a favor*
  1. Nanda       : To tell you the truth, I am not too bad to fix this radio

Cindy        : Really? So it means I needn’t have it repaired

In the dialogue, Nanda expresses his  ….  to do something

  1. capability*
  2. badness
  3. frankness
  4. feeling
  5. truth

Text  3   is for questions number 18-23

Divorce May Mean Happier Lives for the Children

Divorce changes childhood but not necessarily for the worse. Many children from broken homes go on establish loving relationships with both their parents.

It’s difficult for children to be party to any ongoing dispute between parents.

One child spoke of the “Bermuda Triangle” – the mythical space between the homes of her parents into which socks and schoolbooks, game kit and pencil sharpeners always seemed to disappear. Another child complain bitterly that one mother refuse to let her on the weekends she spent with her dad. They hated being told secrets and carrying messages to and from between their parents. Worrying about how kids will be affected by divorce often leads parents into crooked thinking.

What matters is overcoming and dealing with those difficulties. In life we are always going to face difficulties and that we should never have problems is not a good way at looking at childhood.

Rather than wringing their hands about the harmful effects of splitting up, parents can be positive and look at strategies for dealing with problems that might arise. As a proof, a lot of parents that we interviewed stayed together longer than they have done though they were so worried about the effect of divorce on their thinking that any kind of adolescent rebellion was because of the divorce.

What we are saying is that young people can strive under these circumstances and that it’s the quality of the relationship that matter. Divorce might be a whole lot better than a really grim family situation and children can often be extraordinarily happy and contented after their parents’ divorce

18. The text discusses about  ….

  1. The broken home children
  2. The good possibility of divorce*.
  3. The difficulty the children face
  4. The ongoing dispute between parents.
  5. The worse childhood because of the divorce.
  1. In life we are always going to face difficulties and that we should never have problems is not a good way at looking at childhood

The word we in this sentence refers to….

  1. the parents
  2. the children
  3. the mothers.
  4. the readers*
  5. the writers
  1. The first paragraph is the   ….   of the text.
    1. orientation
    2. general statement.*
    3. issue
    4. thesis.
    5. introduction
  1. What makes parent worried about thinking of getting divorce?
    1. The affects to the children after the divorce*
    2. The crooked thinking the parent s have
    3. The difficulty of caring of the children
    4. The inability for the mother to sent them to school
    5. The fear the parents suffer after the divorce
  1. The good way to teach the children to see the real world is that they should….
    1. be happy every time.
    2. keep studying for their future
    3. let their father or mother remarry
    4. realize that each person must have their own problem *
    5. be able to accept another partner to their father / mother.
  1.  Divorce might be a whole lot better than a really grim family situation and children can often be extraordinarily happy and contented after their parents’ divorce

The similar meaning of the underlined word is   ….

  1. unusually*
  2. commonly
  3. bitterly
  4. absolutely
  5. surely
  1. Jean           : why did you look so different yesterday?

Have I done something wrong to you?

Anny         : yes, you are ….

You told every one here my secret

I’ll never tell you anything. No more

  1. really the mistake
  2. accusing me a lot
  3. the only person to blame *
  4. the fault in this problem
  5. blamed to do that thing

25. Fred                       : I ….. a John M Echol’s dictionary

Shop assistant       : Yes. It’s over there. Let me take it for you.

  1. I want*
  2. I need to know
  3. I’ve got to  see
  4. I wish I could have
  5. What I really like is

26. (into – a – fish – an egg – of – the – development ) is a wonderful thing to watch.

The correct arrangement is ….

  1. The fish of a development into an egg
  2. An egg into a fish  of the development
  3. The development of a fish into an egg
  4. A fish into an egg of the development
  5. The development of an egg into a fish*

Text  4   is for questions number 27-31

Jim is an exchange student from England. He stays with a family in Indonesia. He chatting with his friend, Alya at the veranda.

Alya          : How are you

Jim             : Fine thanks. How are you doing?

Alya          : Great thanks. You seem to like reading newspaper

Jim             : Well, it’s not that much but at least I need to know what happens in your

country so I can write to my friends about it.

Alya          : What’s the headline today?

Jim             : The deliberation on pornography and porn act bill

I wonder why the people here give so much attention to this issue

Alya          : This is a sensitive thing here, Jim. It’s all about morality, people are

concerned about the bad effect of pornography and porno act on the

young generation. The mass media exploiting the pornography should be

blamed for the moral degradation of the young generation.

Jim             : But, I think the government does not need to regulate this with a kind of

Bill. It will limit the freedom of the press. It’s exaggerating, I suppose.

Alya          : Do you think so, Jim? How about in your country, Jim?

Jim             : Our government just requires the media and the press to give detail about

the requirements to access the media. Say for example: a certain

magazine is only for adults and people can get it through a subscription.

Alya          : In that case, I think the condition is quite different, Jim even tough some

people really disagree with this bill especially the people making

business from this field, even tough I think most of people here agree

with this bill.

Jim             : Do you think so?

Alya          : Perhaps the House members should be clear about the bill and can assure

that the bill will not be misused.

Jim             : let’s wait and see

  1. The text mainly tells us about….
    1. The sensitivity of the bad effect of pornography and porno act
    2. The morality of young generation effected by pornography
    3. The regulation the government should make on the pornography
    4. The deliberation on pornography and porno act bill*
    5. The requirement the media and the press should fulfill

28. The communicative purpose of the text is….

A. to present (at least) two different points of view about an issue*

B. to retell events with a humorous twist

C. to explain about the important events in the past

D. to inform readers about important events of the day

E. to retell events for the purpose of informing or entertaining

29. Which statement is not true according to the text?

  1. The topic talked about is written on the headline
  2. The pornography and porno act effect on the young generation badly
  3. The mass media, though only some, exploit the pornography a lot
  4. The points of view proposed are from the perspective of the same country*
  5. The House Representatives should in charge of making the regulation
  1. Which one doesn’t match?
    1. happen             : take place
    2. deliberation     : reflection
    3. issue                : subject
    4. degradation    : dilapidation
    5. exaggerating    : complete disorder*
  1. “Perhaps the House members should be clear about the bill and can assure that the bill will not be misused” in the dialogue is supposed to be the  …. of the discussion
    1. Goal
    2. Re-orientation
    3. Description
    4. Resolution
    5. Conclusion*
  1. Polythene bags, a plastic product,  ….   in almost all ways of life nowadays
    1. have to be used
    2. were used
    3. are now being used
    4. have been used*
    5. are going to be used

33. Dani          : Hendra says he always studies hard.

Dina          : How come? He often gets bad mark for English tests.

In the dialogue above Dina said that Hendra often….  bad marks for the English test

  1. gets
  2. got*
  3. has got
  4. had got
  5. had to get
  1. The line at the top of a page of a newspaper containing title is called a….
  1. journal
  2. editorial
  3. report
  4. features
  5. headline *

Text  5  is for questions number 35-37

 

RAIN AND TEARS

Rain and tears all the same

But in the sun you’ve to play the game

When you cry in winter time

You can’t pretend, it’s nothing but the rain

How many times I’ve seen

Tears coming from your blue eyes

Rain and tears all the same

But in the sun you’ve got to play the game

Give an answer of love I need an answer of love

Rain and tears in the sun

But in your heart you feel the rain the waves

Rain and tears both for shown

For in my heart there’ll never be a sun

Rain and tears all the same

But in the sun you’ve play the game

  1. Which one of the following statements is implied in this song?
    1. The writer’s lover treats him well.
    2. The writer’s lover often expresses her sadness*
    3. The writer has got his expectation from his lover
    4. The writer of the song feels sure with his love.
    5. The writer feels that his love story will have a happy ending.

36.“Rain and tears both for shown

For in my heart there’ll never be a sun

The underlined expression means that the writer….

  1. will feel sure in his heart
  2. will always feel sad*
  3. will have his heart be with bright life
  4. will feel so faithless all the time
  5. will get very tired all his life
  1. The word “rain” in this song refers to …..
  1. autumn time
  2. spring time
  3. winter time*
  4. summer time
  5. rainy season time

….(38) I am going to win(38)…. Sammy said. ….(39) I practiced all winter long….(39)

  1. The correct punctuation should be….
  1. ( “  -  “ ) *
  2. ( “  -  , )
  3. ( ,  -  “ )
  4. ( “  – .  )
  5. ( -  -  “ )
  1. The correct punctuation should be….
  1.  ( “ ) ,( “ ) , ( . )*
  2.  ( “ ) ,(    ) , ( . )
  3.  (    ) ,( “ ) , ( . )
  4.  ( “ ) ,( “ ) , (   )
  5.  ( “ ) ,( ,  ) , (   )

40    Mrs. Thompson, Jean’s aunt, dropped in Jean ’s house . Jean opened the door for her and offered her a drink

Sari                        : Please come in, aunty

Mrs. Thompson     : Thank you.

Sari                        : Have your seat and yourself comfortable!

……

Mrs. Thompson     : Yes, please.

  1. Want a drink?
  2. Have a drink?
  3. Do you want a drink?
  4. Would you like a drink? *
  5. Do you want to have a drink?

II ESSAY

41. Read the passage then correct the words which have wrong spelling.

A tsunami is a series of waves generated when water in a lake or in the sea is rapidly displace on a massive scale. Eartquake, landslide, volcanic eruptions and large meteorite impacts all have the potential to generate a tsunami. The effacts of a tsunami can range from unnoticable to devastating.

The term tsunami comes from the Japanese language meaning harbour (‘tsu’) and wave (‘nami’). Although in Japanese tsunami is used for both the singgular and plural, in English tsunamis is well-establised as the plural. The term was created by fishermen who retuned to port to find the area surrounding the harbour devastated, although they had not been aware of any wave in the open water.

42. Rearrange the jumbled paragraphs into the right composition

            How was the plastic invented?

Today, plastic has become an integral part of our life. Its uses are endless. Transparent plastics are used for making lenses and the windows of aeroplanes. Polythene bags, again a plastic product, are now  being used in almost all walks of life. Articles of domestic use like buckets, cups, brushes, combs, cabinets for radios and transistors etc, are also being made from plastics. Toys and sports goods made from plastic have flooded the markets every where. The yarn for making terylene cloth is in fact made from plastic. Today scientists have even succeeded in developing heat insulating plastics. Foam cushions, seats in trains cars and aeroplanes – all are made from plastics.

Now, plastic are used as surgical aids also. There is hardly any field of life in which plastics are not used

The manufacture of plastic in commercial scale was started for the first one by Leo Hendrik Backeland. He made it form phenol formaldehyde. Subsequently new techniques were developed for the production of the plastics. Today scientist have discovered many raw materials which are used in the making of various kinds of plastic products.

The word “plastic’ has originated from the Greek word ‘plastikos’ which means to mould. It is made from simple organic chemicals. It has many varieties and is available in many colors and varieties. The plastic was invented by Alexander Parkes of England in 1862. in those days it was called ‘parkesine’ after him. In fact, this plastic was nitro-cellulose made soft by putting oil and camphor into it.

43. Based on the text above answer the following questions

    1. What kind of text is it?
    2.  What is the purpose of the text?
    3. What parts of the General Structure of a text are paragraph 1 and 4?
    4. What parts of the General Structure of a text are paragraph 2 and 3?

44. Pauline      : Hi.

Rick           : Do you see John?

Pauline      : No, he is out but I don’t know when he’ll come back.

Rick           : Well, I’m in a hurry and I must be off now.

Would like to give him this memo. I want him to meet me at Jack’s

House at 4 this afternoon.

Thanks a lot

 

Write the possible memo written by Rick for John using your own words!

 

45. Rewrite this passage. Use the correct capitalization and punctuation!

 

How Planes Fly

a plane needs air pressure under their wings to stay up in the air as they move forward the higher air pressure underneath their wings pushes them upward and gives them lift

the smooth streamlined shape of the plane allows air to fly easily over its surface this helps to reduce the drag causes by the air pushing against the plane and allows it to move rapidly through the air

planes move forward using engines this movement is called thrust moving forward keeps a stream of moving air passing over the wings which allows the plan to stay up in the air if the engines fall the plane will begin to descend very quickly

Sumber data : Bu Mur SMAN 7  Semarang


A. Pengantar

    Rencana Pelaksanaan Pembelajaran (RPP) adalah rencana yang menggambarkan prosedur dan pengorganisasian pembelajaran untuk mencapai satu kompetensi dasar (KD) yang ditetapkan dan dijabarkan dalam silabus. Lingkup RPP paling luas mencakup satu KD yang terdiri atas sejumlah indikator untuk satu kali  pertemuan atau lebih (Petunjuk Teknik Pengembangan RPP, Ditjen Pembinaan SMA, 2010). RPP dikembangkan dari silabus, dan silabus dikembangkan dari standar isi (SI) yang terdapat di dalam Permendiknas Nomor 22/2006.

Tidak ada format baku yang disepakati untuk digunakan di sekolah secara nasional. Masing-masing sekolah dapat menggunakan format yang berbeda. Hal itu dimungkinkan karena dengan otonomi yang dimilikinya, yang tercermin dari diterapkannya Kurikulum Tingkat Satuan Pendidikan (KTSP), masing-masing sekolah dapat mengembangakan RPP dengan format yang dianggapnya cocok. Format RPP di atas merupakan salah satu contoh.

Komponen RPP adalah (1) identitas, (2) standar kompetensi, (3) kompetensi dasar, (4) indikator, (5) materi ajar, (6) metode pembelajaran, (7) prosedur pembelajaran, (8) media pembelajaran, (9) sumber belajar, dan (10) penilaian.

 

B. Identitas

Identitas RPP meliputi: satuan pendidikan, kelas, semester, mata pela­jaran, keterampilan berbahasa, genre, topik, pertemun ke-, dan alokasi waktu. Pencantuman unsur keterampilan berbahasa, genre, dan topik adalah pilihan (optional) – boleh dicantumkan dan boleh tidak dicantumkan.

C. Standar Kompetensi

Standar kompetensi (SK) merupakan kualifikasi kemam­puan minimal peserta didik yang menggambarkan penguasaan pengetahuan, sikap, dan keterampilan yang diharapkan dicapai pada setiap kelas dan/atau semester pada suatu mata pelajaran. SK diambil dari SI yang terdapat dalam Permendiknas Nomor 22 Tahun 2006. Jenis genre (report, narrative dan analytical exposition) dapat ditulis semua seperti dalam contoh RPP di atas karena pada bagian “identitas” sudah disebutkan jenis genre-nya, yaitu analytical exposition. Bila pada bagian “identitas” tidak disebutkan jenis genre-nya, pada bagian SK cukup ditulis salah satu jenis genre, yaitu analytical exposition agar pembaca tahu bahwa jenis genre yang dikembangkan adalah analytical exposition.

 

D. Kompetensi Dasar

Kompetensi dasar (KD) adalah sejumlah kemampuan yang harus dikuasai peserta didik dalam mata pelajaran ter­tentu sebagai rujukan penyusunan indikator kompe­tensi dalam suatu pelajaran. Sebagaimana SK, KD juga diambil dari SI yang terdapat dalam Permendiknas Nomor 22 Tahun 2006. Jenis genre (report, narrative dan analytical exposition) dapat ditulis semua seperti dalam contoh RPP di atas karena pada bagian “identitas” sudah disebutkan jenis genre-nya, yaitu analytical exposition. Bila pada bagian “identitas” tidak disebutkan jenis genre-nya, pada bagian SK cukup ditulis salah satu jenis genre, yaitu analytical exposition agar pembaca tahu bahwa jenis genre yang dikembangkan adalah analytical exposition.

 

E. Indikator

Indikator kompetensi adalah perilaku yang dapat diukur dan/atau diobservasi untuk menunjukkan ketercapaian kompetensi dasar tertentu yang menjadi acuan pengembangan materi ajar dan penilai­an mata pelajaran. Indikator pencapaian kompetensi dirumuskan dengan menggunakan kata kerja opera­sional yang dapat diamati dan diukur. Dalam merumuskan indikator perlu diperhatikan beberapa ketentuan sebagai berikut:

  1. Rumusan indikator harus relevan dengan KD-nya;
  2. Indikator harus dirumuskan dalam jumlah yang cukup untuk menunjukkan ketercapaian kompetensi minimal dalam KD;
  3. Indikator dirumuskan dengan menggunakan kata kerja operasional yang dapat diamati dan diukur;
  4. Setiap satu rumusan indikator hanya memuat satu perilaku;
  5. Rumusan indikator dibedakan dengan rumusan dalam penilaian.

Kesalahan umum yang sering dibuat oleh guru dalam merumuskan indikator (dari suatu kompetensi dasar) adalah sebagai berikut.

  1. Rumusan indikator tidak relevan dengan rumusan kompetensi dasarnya;
  2. Indikator dirumuskan secara tidak memadai dalam jumlah;
  3. Rumusan indikator tidak terkait dengan kegiatan pembelajaran bahasa;
  4. Terdapat lebih dari satu perilaku dalam satu rumusan indikator;
  5. Indikator dirumuskan dengan menggunakan kata kerja yang tidak terukur;
  6. Guru tidak dapat membedakan antara rumusan indikator dan bahasa evaluasi.

Berikut ini diberikan beberapa contoh indikator yang kurang tepat, yang dirumuskan oleh guru.

  1. Memahami makna teks bacaan naratif (kata kerja yang tidak operasional dan tidak terukur);
  2. Mengisi titik-titik dengan kata atau frasa yang tepat (bahasa evaluasi);
  3. Menyebutkan dan menjelaskan makna ungkapan (mengandung dua perilaku);
  4. Menyebutkan langkah-langkah membuat nasi goreng (di luar kegiatan bahasa);
  5. Menjelaskan fungsi sosial teks deskriptif (kognitif teoretik).

Di bawah ini diberikan contoh rumusan indikator yang benar untuk empat keterampilan berbahasa, khususnya untuk teks monolog yang panjang (longer monologue texts). Untuk jenis teks lain, seperti teks interpersonal, teks transaksional, dan teks fngsional pendek, rumuan indikatornya (bisa) berbeda.

1. Listening

  1. Menunjukkan gagasan utama (main idea) suatu teks;
  2. Menentukan tujuan teks;
  3. Menyebutkan informasi rinci dalam teks, baik yang tersirat maupun tersurat;
  4. Menjelaskan makna kata atau ungkapan tertentu dalam teks;
  5. Menunjukkan respons yang tepat sesuai dengan tuntutan dalam teks;
  6. Memanfaatkan peranti kohesi (cohesive devices) untuk menjelaskan hubungan antar elemen dalam teks.

2. Reading

  1. Menunjukkan gagasan utama (main idea) suatu teks;
  2. Menentukan tujuan teks atau penulis;
  3. Menyebutkan informasi rinci dalam teks, baik yang tersirat maupun tersurat;
  4. Menjelaskan makna kata atau ungkapan tertentu dalam teks;
  5. Menjelaskan rujukan (reference) yang ada dalam teks;
  6. Memanfaatkan peranti kohesi (cohesive devices) untuk menjelaskan hubungan antar elemen dalam teks.

3. Speaking

  1. State the main idea of the speech;
  2. Provide supporting details of the topic/idea;
  3. Use appropriate words, phrases, or utterences to express the idea;
  4. Use certain language system (grammar) to make well-formed utterances;
  5. Make use of appropriate cohesive devices to cretae a well-organized speech;
  6. Use appropriate gestures to accomplish the purpose of the speech;
  7. Perform acceptable pronunciation to express understandable utterences.

4. Writing

  1. Express the main idea of the text;
  2. Provide supporting details of the topic/idea;
  3. Use appropriate words and phrases to express the idea;
  4. Use certain language system (grammar) to make well-formed sentences;
  5. Make use of appropriate cohesive devices to create a well-organized text;
  6. Use appropriate mechanics to accomplish the purpose of the speech.

Indikator-indikator di atas tidak disusun secara acak (randomly arranged) melainkan disusun secara logis dengan mengikuti hukum alam (sunnatullah) yang didasarkan pada psikologi gestalt. Oleh karena itu, tidak logis (dan tidak direkomendasikan) apa bila ada guru menempatkan indikator nomor 3.g (pronunciation pada speaking) pada urutan pertama, menggantikan butir 3.a. (main idea).

Indikator dapat dirumuskan dengan mempertimbangkan minimal dua sumber praktis, yaitu keterampilan mikro/makro berbahasa (Brown, H. Douglas. 2004. Language Assessment:Principles and Classroom Prctice. New York: Longman, halaman 121-122, 142-143, 187-188, dan 221) dan standar kompetensi lulusan (SKL) yang dikeluarkan oleh pemerintah menjelang ujian nasional (UN), di samping mematuhi hakikat berbahasa yang terdapat dalam teori berbahasa mutakhir (dengan pendekatan komunikatif).

 

F. Materi Ajar

Secara umum materi ajar memuat fakta, konsep, prinsip, dan pro­sedur yang relevan, dan ditulis dalam bentuk butir-butir sesuai dengan rumusan indikator pencapaian kompe­tensi. Khusus dalam pembelajaran bahasa Inggris, materi ajar untuk keterampilan reseptif (listening dan reading) berbentuk teks yang diikuti dengan sejumlah exercises yang relevan dengan rumusan indikator. Untuk materi ajar bahasa yang bersifat produktif (speaking dan writing), materi ajar berupa the expected texs yang dibuat oleh guru atau yang diambil dari sumber tertentu, yang diikuti dengan langkah-langkah yang dilakukan untuk menghasilkan teks tersebut. Di samping itu, materi ajar juga memuat penjelasan teoretis secara singkat yang terkait dengan isi indikator kompetensi. Untuk reading comprehension, misalnya, materi juga memuat penjelasan tentang  bagaimana cara menemukan main idea dalam suatu teks atau paragraf, menunjukkan reference dalam suatu teks, dan menjelaskan makna ungkapan dalam teks. Materi ajar tersebut hendaknya diambil dari berbagai sumber pembelajaran yang variatif dan up to date.

Materi ajar dapat ditempatkan langsung pada bagian “Materi Ajar” (bila volumenya tidak terlalu besar), tapi dapat pula ditempatkan pada lampiran tersendiri (bila volumenya terlalu besar) yang merupakan bagian tak terpisahkan dari RPP. Pada bagian “Materi Ajar” disebutkan bahwa materi terlampir.

Kesalahan umum yang dibuat oleh para guru adalah sebagai berikut, khususnya untuk RPP reading. Pada bagian “Materi Ajar” guru menuliskan: (1) lihat LKS, atau (2) teks (recount), tanpa menunjukkan teks-nya, atau (3) teks (recount), dengan menunjukkan teks-nya tetapi tidak menyertakan exercisenya, atau (4) teks (recount), dengan menunjukkan teks-nya yang diikuti dengan sejumlah exercise tetapi tidak ada penjelasan tentang bagaimana exercise tersebut diselesaikan (penjelasan teoretis).

 

G. Metode Pembelajaran

Metode pembelajaran digunakan oleh guru untuk mewujudkan suasana belajar dan proses pembela­jaran agar peserta didik mencapai kompetensi dasar melalui seperangkat indikator yang telah ditetapkan. Pemi­lihan metode pembelajaran disesuaikan dengan situ­asi dan kondisi peserta didik, serta karakteristik dari setiap indikator dan kompetensi yang hendak dicapai pada setiap mata pelajaran.

Lepas dari berbagai istilah yang berbeda-beda yang ada dalam literatur, seperti approach, method, technique, strategy, model, dan lain sebagainya, disarankan agar pada bagian “Metode Pembelajaran” guru menuliskan nama metode yang jumlahnya hanya satu, yang tidak bersifat terlalu umum (pendekatan komunikatif, misalnya) dan terlalu spesifik (tanya jawab, misalnya). Pemilihan “metode pembelajaran” hendaknya yang mengandung langkah-langkah tertentu, yang akan direalisasikn dalam bagaian “Prosedur Pembelajaran”. Contoh nama metode yang dimaksud antara lain adalah inquiry-based teaching, role play, jig-saw, focus group discussion, problem-based learning, dan project-based learning.

Kesalahan umum yang dibuat oleh guru pada bagian ini adalah menuliskan (1) nama “metode” yang terlalu umum, yang tidak memiliki langkah-langkah yang konkret – seperti communicative approach, contextual teaching and learning, dan cooperative learning; atau (2) nama “metode” yang terlalu spesifik, yang juga tidak mengimplikasikan adanya langkah-langkah pembelajaran – seperti ceramah, tanya jawab, demonstrasi, drilling, dan diskusi kelompok; atau (3) nama “metode” yang sebenarnya merupakan tahapan pembelajaran – seperti three phase technique.

 

H. Prosedur Pembelajaran

Pada bagian ini guru menuliskan prosedur pembelajaran yang pada umumnya terdiri atas tiga fase utama, yaitu pendahuluan, kegiatan inti, dan penutup. Fase pendahuluan dan penutup terdiri atas sejumlah langkah yang jenis dan jumlahnya relatif sama untuk hampir semua jenjang pendidikan dan mata pelajaran (lihat contoh RPP pada bagian 1 di atas). Pendahuluan merupakan kegiatan awal dalam suatu pertemuan pembelajaran yang ditujukan un­tuk membangkitkan motivasi dan memfokuskan perhatian peserta didik untuk berpartisipasi aktif dalam proses pembelajaran. Penutup merupakan kegiatan yang dilakukan un­tuk mengakhiri aktivitas pembelajaran yang dapat dilakukan dalam bentuk rangkuman atau kesimpul­an, penilaian dan refleksi, umpan balik, dan tindak lanjut.

Yang membedakan antara jenjang pendidikan satu dengan yang lain dan mata pelajaran satu dengan yang lain adalah pada kegiatan inti. Di dalam Permendiknas Nomor 41 Tahun 2007 tentang Standar Proses dinyatakan bahwa “Kegiatan inti menggunakan metode yang disesuai­kan dengan karakteristik peserta didik dan mata pela­jaran, yang dapat meliputi proses eksplorasi, elaborasi, dan konfirmasi”. Namun demikian, kegiatan inti harus mengakomodasi prinsip pembelajaran yang memberdayakan peserta didik. Dikatakan bahwa “Pelaksanaan kegiatan inti merupakan proses pem­belajaran untuk mencapai KD yang dilakukan secara interaktif, inspiratif, menyenangkan, menantang, me­motivasi peserta didik untuk berpartisipasi aktif, serta memberikan ruang yang cukup bagi prakarsa, kreativi­tas, dan kemandirian sesuai dengan bakat, minat dan perkembangan fisik serta psikologis peserta didik”.

Langkah-langkah dalam kegiatan inti hendaknya mencerminkan metode pembelajaran yang telah ditulis pada bagian “metode pembelajaran”. Sebagai ilustrasi, apabila metode yang dipilih adalah role play, langkah-langkah dalam kegiatan inti harus merupakan langkah-langkah dalam role play. Yang diperlukan oleh guru (juga oleh kita sebagai fasilitator) adalah memperkaya diri dengan pengetahuan tentang “metode-metode” pembelajaran tersebut.

Kesalahan umum yang terjadi saat ini adalah bahwa kegiatan inti terdiri atas tiga tahap pembelajaran yang disebut eksplorasi, elaborasi, dan konfirmasi tanpa memandang keterampilan berbahasa dan kompetensi yang hendak dikembangkan. Konon sumber kesalahan tersebut adalah “instruksi” para pengawas yang didasarkan pada Permendiknas No 41 Tahun 2007, yang sebenarnya tidak mewajibkan hal itu.

Dalam kaitannya dengan tahap-tahap pembelajaran dalam kegiatan inti (seperti eksplorasi, elaborasi, dan konfirmasi), kita memiliki pengalaman, seperti “pre-reading, while-reading, dan post-reading”, “pattern, practice, production”, “exposure, generalization, reinforcement, application”. Bahkan saat ini kita juga memiliki “genre-based approach” yang terdiri atas tahapan “building knowledge of the field, modelling of the text, joint construction of the text, independent construction of the text”.

 

I. Media Pembelajaran

Media pembelajaran dipilih dan digunakan untuk memperlancar jalannya pembelajaran. Contoh media pembelajaran adalah LCD projector, layar, netbook, gambar, foto, dan lain sebagainya. Pemilihan media pembelajaran disesuaikan dengan kebutuhan.

 

J. Sumber Belajar

Sumber belajar berupa referensi atau sumber lain yang menjadi rujukan pengembangan RPP. Disarankan bahwa sumber belajar bersifat variatif dalam jenis (materi cetak, materi rekaman, materi audio-visual, realia, dll.) dan up to date. Pemilihan sumber belajar disesuaiakan dengan kebutuhan.

 

K. Penilaian

Dalam konteks ini, ada dua macam penilaian, yaitu penilaian formatif (assessment for learning) dan penilaian sumatif (assessment of learning). Penilaian formatif adalah penilaian yang dilaksanakan pada saat proses belajar mengajar berlangsung. Fungsinya adalah untuk (1) memonitor kemajuan belajar siswa, (2) memberikan feedback berdasarkan hasil monitoring tersebut, dan (3) mengoreksi kesalahan siswa, bila ada. Kegiatan-kegiatan pada butir (1) – (3) tersebut dipandu oleh “indikator” kompetensi pembelajaran. Teknik yang digunakan dapat berupa pengamatan, wawancara, unjuk kerja, portofolio, dan lain sebagainya. Penilaian formatif TIDAK HARUS menghasilkan angka/nilai. Bila guru menghendaki adanya angka/nilai, guru dapat melakukannya dengan menggunakan format anecdotal records. Pada pertemuan-pertemuan awal pembelajaran, sebaiknya guru menggunakan jenis penilaian formatif ini.

Penilaian sumatif adalah jenis penilaian yang dilaksanakan untuk mengukur ketercapaian kompetensi pembelajaran oleh peserta didik, sebagaimana ditunjukkan dalam bagiaan “indikator”; dan oleh karena itu, target penilaian ini adalah diperolehnya indeks prestasi siswa yang berupa nilai. Teknik penilaian yang lazim digunakan adalah tes, yang diberikan paling tidak pada setiap akhir pembelajaran suatu KD.

Di dalam bagian “Penilaian”, guru hendaknya menuliskan butir-butir yang terkait dengan pelaksanaan penilaian, yang mencakupi minimal (1) jenis penilaian, (2) teknik penilaian, (3) alat penilaian – bila sumatif, (4) kunci jawaban – bila sumatif, dan (5) rubrik penilaian – bila sumatif.

 

 

REFERENSI

 

Brown, H. Douglas. 2004. Language Assessment:Principles and Classroom Prctice. New York: Longman.

Petunjuk Teknik Pengembangan RPP. 2010. Jakarta: Ditjen Pembinaan SMA, Ditjen Mandikdasmen, Kementrian Pendidikan nasional.

Peraturan Pemerintah Republik Indonesia Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan.

Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 41 Tahun 2007 tentang Standar Proses.

Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 22 Tahun 2006 tentang Standar Isi.

 

Surakarta, 11 Agustus 2011

 

 Sumber data : Materi PLPG  Bahasa Inggris UMS tahun 2012


CONTOH RANCANGAN PEMBELAJARAN

PEMBELAJARAN READING COMPREHENSION DENGAN FORMAT “EXPLORATION, ELABORATION, AND CONFIRMATION”

 

Rancangan pembelajaran ini diambil dari “Bagian Prosedur Pembelajaran” yang terdapat dalam RPP di atas (Bagian 1).

 

I. Introduction (about 10 minutes)

1. Greeting

(Good morning class, how are you? …)

2. Praying

(Fadel, can you lead the prayer please? …)

3. Checking students’ attendance

(Who is missing today? … What’s the matter with Beta? …)

4. Reviewing the previous lesson

(What did we learn last week? … Where did we stop last time? …)

5. Stating a new topic

(Today we are going to read a text about “Traffic Jam in Big Cities”)

6. Stating the objectives of the lesson

(In this lesson you are supposed to be able to …)

7. Explaining the benefits of the lesson

(The benefit we can get from this lesson is ...)

 

II. Main Activities

A. Exploration

Task 1 (about 5 minutes)

Look at the picture, then answer the questions about it.

 

 

1. What picture is it?

2. What do you see in the picture?

3. What is in your mind when you see the picture?

4. Have you had any experience being in the situation shown in the picture?

 

 

Task 2 (about 5 minutes)

You are going to read a text about “Traffic Jam in big cities”. What information do you expect from the text?

  1. ____________________________________________________________________
  2. ___________________________________________________________________
  3. ___________________________________________________________________
  4. ___________________________________________________________________
  5. ____________________________________________________________________

 

Task 3 (about 5 minutes)

Read the text, then check whether you can find the information you expected (in task 2).

 

(1) In most big cities in the world, traffic has become a serious problem. (2) Traffic jam takes place, especially in rush hours. (3) There are simply too many cars. (4) This brings about some unexpected effects.

(5) Traffic in Hongkong can be so bad that a vehicle moves along at only 10 KPH, slower than bicycle speed. (6) In Manila, traffic often stops completely. (7) This generates so much exhaust that Manila is now one of the world’s most polluted cities. (8) In Bangkok, children get up at 4 or 5 AM to make it to school by 9:00. (9) They have breakfast in the car or bus.

(10) The number of cars in the world doubled between 1970 and 1990. (11) Currently, there are around 600 million vehicles on roads designed for half that many. (12) The number of cars is expected to double again over the next 20 – 40 years. (13) More roads are being built, but there is no way there can ever be enough roads to handle all these cars.

(14) The wasted fuel from the vehicles causes pollution. (15) The pollution destroys the environment in a number of ways. (16) It also affects personal health. (17) More and more people in large cities suffer from asthma and other breathing disorders than ever before. (18) It is not only humans who suffer. (19) A recent study in Britain repots that birds are losing their hearing because of the traffic noise; as a result, they are unable to sing properly.

(20) No one argues that traffic has become a big problem. (21) We need to find a solution to the world’s traffic jams; otherwise, we will still suffer from diseases.

 

 

B. Elaboration

Task 1 (about 30 minutes)

Make group of three (or five). Do execises 1 through 5 with your friends in the group.

 

Exercise 1

Answer the following questions based on the text.

1. What is the text about?

2. Why is the purpose of the text?

3. Why do traffic jams take place in big cities?

4. What is the effect of traffic jams in big cities?

5. What is the best way to solve traffic jams in big cities?

 

Exercise 2

What do the following pronouns refer to in the text?

1. this (sentence 4)             : _________________________________________________

2. it (sentence 16)               : _________________________________________________

3. they (sentence 19)          : _________________________________________________

 

Exercise 3

Match the words in column A (taken from the text) and their meanings in column B. Each word in column B is used only once.

A

B

1. rush (sentence 2)

2. bring about (sentence 4)

3. currently (sentence 11)

4. study (senteence 19)

5. argue (sentence 20)

a. cause

b. recently

c. investigation

d. hard

e. deny

f. busy

g. properly

 

Exercise 4

Read the text once again more intensively, then examine how the text is developed and organized.

  1. How many paragraphs are there in the text?
  2. What is the main idea of paragraphs 2, 3, and 4?
  3. What is the function of the first paragraph?
  4. What is the function of the last paragraph?
  5. Can you draw a diagram showing the relationship among the paragraphs in the text?

 

 

 

Task 2 (about 20 minutes)

Each group presents the result of group discussion. The other groups give their responses or comments.

 

 

C. Confirmation (about 15 menit)

(Pada fase ini guru memberi tanggapan atas apa yang telah dikerjakan dan dipresentasikan oleh siswa, baik melalui kelompok mereka maupun secara perorangan. Hal penting yang perlu dilakukan oleh guru pada tahap konfirmsi ini adalah (1) menyatakan bahwa jawaban siswa BENAR atau SALAH, (2) memberi penguatan terhadap alasan (reasoning) yang telah dikemukakan oleh siswa, dan (3) memberi penjelasan tambahan yang dapat memberikan pemahaman siswa lebih lanjut, seperti bagaimana cara menemukan main idea dalam suatu teks atau paragraf, menunjukkan reference dalam suatu teks, dan menjelaskan makna ungkapan dalam teks. Fase ini dapat dilakukan bersamaan dengan Task 2 Fase Elaboration. Setiap suatu exercise atau butir soal dalam suatu exercise selesai dipresentasikan dan dibahas, guru dapat memberi konfirmasi.

 

 

III. Closing (about 10 minutes)

(The time is almost up; we are going to end the lesson)

  1. Summarizing

(Can you state briefly what we have learnt? …)

  1. Reflection

(How do you feel? … What went well? … What went wrong? …)

  1. Preparing the forthcoming lesson (or giving homework)

(Next week we will learn more about … Please read your book, unit …)

  1. Leave-taking

(Thanks for your attention… Bye…)

Sumber data : Materi PLPG  Bahasa Inggris UMS tahun 2012


A

  1. 1.     Absence makes the heart grow fonder.   When you are away from someone you love, you love them even more.
  2. 2.     Accidents will happen.   Some unfortunate events must be accepted as inevitable.
  3. Actions speak louder than words.   What a person actually does is more important that what they say they will do.    
  4. Advice is cheap.   It doesn’t cost anything to offer advice.    
  5. Advice is least heeded when most needed.   When a problem is serious, people often do not follow the advice given.    
  6. Advisers run no risks.   It’s easier to give advice than to act.    
  7. All cats are grey in the dark.  People are undistinguished until they have made a name.    
  8. All good things come to those who wait.   Patience brings rewards.    
  9. All that glitters is not gold.   Appearances can be deceptive.    
  10. All days are short to Industry and long to Idleness.   Time goes by slowly when you have nothing to do.    
  11. All is fair in love and war   Things that are done  in love or war can often be excused.    
  12. All’s well that ends well   There is a solution to everything even though there are doubts.    
  13. All that glitters is not gold.   What look good on the outside may not be so in reality.    
  14. All things grow with time – except grief.   As time goes by, grief subsides little by little.
  15.  All things are difficult before they are easy.   With practice things become easier.    
  16. All work and no play makes Jack a dull boy.   Everybody needs a certain amount of relaxation.  It is not good to work all  the time.
  17. An apple a day keeps the doctor away.*   Eating an apple every day can help to keep you healthy.
    Other interpretation : A small preventive treatment wards off serious problems.    
  18. An empty purse frightens away friends. when one’s financial situation deteriorates,  friends tend to disappear.
  19. An Englishman’s home is his castle.   An Englishman’s home is a place where he feels safe,  enjoys privacy  and can do as he wishes.    
  20. An idle brain is the devil’s workshop.   When you work you avoid temptation.    
  21. An onion a day keeps everyone away.*  *A humoristic version of “an apple a day…”    
  22. An ounce of prevention is worth a pound of cure.   It is easier to prevent something from happening than to repair the damage or cure the disease later.    
  23. Anger is the one thing made better by delay.   When you are angry, it is best not to speak or act immediately.    
  24. Any time means no time.   If the date of an event remains vague, it will never happen.    
  25. April showers bring May flowers.  Something bad or unpleasant today may bring good things in the future.          
  26. A bad tree does not yield good apples.   A bad parent does not raise good children.    
  27. A bad workman blames his tools.   Blaming the tools for bad workmanship is an excuse for lack of skill.    
  28. A bird in hand is worth two in a bush.   It’s better to keep what you have than to risk losing it by searching for something better.    
  29. A broken friendship may be soldered but will never be sound.   Friendships can be rebuilt after a dispute but will never be as strong as before.    
  30. A burden of one’s own choice is not felt.   Something difficult seems easier when it is done voluntarily.    
  31. A burnt  child dreads the fire.   A bad experience will make people stay away from certain things.    
  32. A cat has nine lives.   1) Cats can survive many accidents because they land on their feet without injury.
    2) Three lives = 3 years to play, 3 years to stray, 3 years to stay.    
  33. A chain is no stronger than its weakest link.  The strength of a group depends on each individual member.    
  34. A change is as good as a rest.   A change in routine is often as refreshing as a break or a holiday.    
  35. A dry March, a wet April and a cool May fill barn and cellar and bring much hay.   Harvest predictions according to the weather.    
  36. A fault confessed is half redressed.   Confession is the beginning of forgiveness.    
  37. A flower blooms more than once.   If you miss an occasion, you can avail of it at another time.    
  38. A fool and his money are soon (easily) parted.   A foolish person usually spends money carelessly.
  39. A fool at forty is a fool forever.   If a person hasn’t matured by the age of 40, they never will.    
  40. A friend in need is a friend indeed.   Someone who helps you when you are in trouble is a real friend.
  41. A friend to all is a friend to none.   Someone who is a friend to everyone makes none of them feel special.    
  42. A friend’s eye is a good mirror.   A real friend will tell you the truth.    
  43. A good example is the best sermon.   Giving an example is better than giving advice.    
  44. A good beginning makes a good end. If a task is carefully planned, there’s a better chance that it will be done well.
  45. A good conscience is a soft pillow.   You sleep well when you have nothing to feel guilty about.    
  46. A guilty conscience needs no accuser.      
  47. A leopard cannot change its spots.   It is not possible for a bad or unpleasant person to become good or pleasant.    
  48. A loaded wagon makes no noise.   Really wealthy don’t talk about money.    
  49. A loveless life is a living death.      A man can die but once.      A man is as old as he feels himself to be. A man is known by the company he keeps.   A person’s character is judged by the type of people with whom they spend  their time.    
  50. A monkey in silk is a monkey no less.   No matter how someone dresses, it’s the same person underneath.    
  51. A new broom sweeps clean.   A newly-appointed person makes changes energetically.    
  52. A problem shared is a problem halved.   It will be easier to deal with a problem if you discuss it with someone.    
  53. A rising tide lifts all boats.   Describes something that will be helpful to all.    
  54. A rolling stone gathers no moss.   If a person keeps moving from place to place, they gain neither friends nor possessions. Another interpretation is that, by moving often, one avoids being tied down!    
  55. A rotten apple spoils the barrel.   A dishonest or immoral person can have a bad influence on a group.  
  56. A smooth sea never made a skilled mariner.   Overcoming adversity leads to competence.    
  57. A stitch in time saves nine.   It’s better to deal with a  problem at an early stage, to prevent it from getting
    worse.
  58. A stumble may prevent a fall.   Correcting a small mistake may help you to avoid making a bigger one.
  59. A swallow does not make the summer.   One good event does not mean that everything is alright.
  60. A tree is known by its fruit.   A man is judged by his actions.    
  61. A watched pot never boils   If you wait anxiously for something, it seems to take a long time.    
  62. A young idler, an old beggar.   If you don’t work, you won’t have any money when you’re old.    
  63. After dinner rest a while, after supper walk a mile.  Today ‘dinner’ is usually called ‘lunch’, and ‘supper’ more often called ‘dinner’.    
  64. As you make your bed you must lie upon it.   You should choose carefully the person you marry.
  65. As you sow, so shall you reap   You have to accept the consequences of your actions.    
  66. Ask me no questions, I’ll tell  you no lies.   There are subjects I’d rather not discuss.        

 Sumber: Please visit www.idioms-today.com 


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Nilai dan Deskripsi Karakter

 

 

Nilai dan Deskripsi Nilai Pendidikan Budaya dan Karakter Bangsa

NILAI

DESKRIPSI

1. Religius Sikap dan perilaku yang patuh dalam melaksanakan ajaran agama  yang dianutnya, toleran terhadap pelaksanaan ibadah agama lain, dan hidup rukun dengan pemeluk agama lain.
2. Jujur Perilaku yang didasarkan pada upaya menjadikan dirinya sebagai orang yang selalu dapat dipercaya dalam perkataan, tindakan, dan pekerjaan.
3. Toleransi Sikap dan  tindakan yang menghargai perbedaan agama, suku, etnis, pendapat, sikap, dan tindakan orang lain yang berbeda dari dirinya.
4. Disiplin Tindakan yang menunjukkan perilaku tertib dan patuh pada berbagai ketentuan dan peraturan.
5. Kerja Keras Perilaku yang menunjukkan upaya sungguh-sungguh dalam mengatasi berbagai hambatan belajar dan tugas, serta menyelesaikan tugas dengan sebaik-baiknya.
6. Kreatif Berpikir dan melakukan sesuatu untuk menghasilkan cara atau hasil baru dari  sesuatu yang telah dimiliki.
7. Mandiri Sikap dan perilaku yang tidak mudah tergantung pada orang lain dalam menyelesaikan tugas-tugas.
8. Demokratis Cara berfikir, bersikap, dan bertindak yang menilai sama  hak dan kewajiban dirinya dan orang lain.
9. Rasa Ingin Tahu Sikap dan tindakan yang selalu berupaya untuk mengetahui lebih mendalam dan meluas dari sesuatu yang dipelajarinya, dilihat, dan didengar.
10. Semangat     Kebangsaan Cara berpikir, bertindak, dan berwawasan yang menempatkan kepentingan bangsa dan negara di atas kepentingan diri dan kelompoknya.
11. Cinta Tanah Air Cara berfikir, bersikap, dan berbuat yang menunjukkan kesetiaan, kepedulian, dan penghargaan  yang tinggi terhadap bahasa,  lingkungan fisik, sosial, budaya, ekonomi, dan politik bangsa.
12. Menghargai Prestasi Sikap dan tindakan yang mendorong dirinya untuk menghasilkan sesuatu yang berguna bagi masyarakat, dan mengakui, serta menghormati keberhasilan orang lain.
13. Bersahabat/

Komuniktif

Tindakan yang memperlihatkan rasa senang berbicara, bergaul, dan bekerja sama dengan orang lain.
14. Cinta Damai Sikap, perkataan, dan tindakan yang menyebabkan orang lain merasa senang dan aman atas kehadiran dirinya.
15.  Gemar Membaca Kebiasaan menyediakan waktu untuk membaca berbagai bacaan yang memberikan kebajikan bagi dirinya.
16. Peduli Lingkungan Sikap dan tindakan yang selalu berupaya mencegah kerusakan pada lingkungan alam di sekitarnya, dan mengembangkan upaya-upaya untuk memperbaiki kerusakan alam yang sudah terjadi.
17. Peduli Sosial Sikap dan tindakan yang selalu ingin memberi bantuan pada orang lain dan masyarakat yang membutuhkan.
18. Tanggung-jawab Sikap dan perilaku seseorang untuk melaksanakan tugas dan kewajibannya, yang seharusnya dia lakukan, terhadap diri sendiri, masyarakat, lingkungan (alam, sosial dan budaya), negara dan Tuhan Yang Maha Esa.

Sumber: administrasigurusmk.wordpress.com


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