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Modul AJAR Berdiferensiasi & Sosial Emosional Kaliktus

Takeama Sogen
Advanced Accounting (Universitas Pelita Bangsa)

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A. IDENTITAS MODUL

Sekolah : SMAN 1 Lebatukan

Mata pelajaran : Bahasa Inggris
Materi pokok : Interviewing and Introducing other people
Kelas/Jenjang :X/A
Alokasi waktu :2x45 Menit
Profil Pelajar Pancasila : gotong royong & bernalar kritis
Model Pembelajaran :Flipped Learning & Cooperative Learning
Domain Mapel : Listening, Speaking, Writing & Reading
Students’ Level : Beginner
Penyusun : Kaliktus Takeama Sogen, [Link]., Gr., [Link].

B. KOMPETENSI AWAL/KEMAMPUAN PRASYARAT

1. 5WH questions
2. Numbers and alphabet

C. TUJUAN PEMBELAJARAN
1. Melalui model pembelajaran flipped learning, setelah menyelesaikan pembelajaran peserta didik dapat
mengidentifikasi pola dan jenis pertanyaan dalam menanyakan tentang jati diri orang lain
2. Melalui model pembelajaran flipped learning, peserta didik dapat menggunakan pola dan jenis
pertanyaan 5W1H & Yes/No, questions untuk mewawancarai teman kelasnya.
3. Melalui model pembelajaran flipped learning, peserta didik dapat melaporkan hasil wawancara secara
berdiferensiasi dalam bentuk lisan, tulisan atau dengan bantuan teknologi.

D. PERTANYAAN PEMANTIK
- Have you ever introduced yourself in English?
- What kinds of information do you usually tell in self introduction?

E. MEDIA, ALAT DAN SUMBER BELAJAR

- LMS : [Link]
- Video Pembelajaran: [Link]
- Ringkasan Materi Pembelajaran dalam bentuk pdf dan power point

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F. LANGKAH-LANGKAH PEMBELAJARAN

1. KEGIATAN MANDIRI DI RUMAH

a. Guru menyiapkan variasi sumber belajar berupa video pembelajaran, ringkasan materi pembelajaran
dalam bentuk PDF,
b. Siswa ditugaskan untuk mengakses LMS dan memilih sumber belajar sesuai dengan minat mereka
dan menyelesaikan lembaran kerja pada LMS

2. KEGIATAN TATAP MUKA

a. Kegiatan Pembukaan
- Guru membuka pelajaran dengan membangun suasana positif dengan melakukan gerakan
stretching dalam bentuk senam singkat atau dengan menggunakan teknik STOP untuk
merileksasikan tubuh dan mempersiapkan siswa secara psikis dalam mengikuti pelajaran (KSE:
manajemen diri)
- Memberi salam, berdoa & menyampaikan tujuan pembelajaran
- Apersepsi (e.g.: Have you ever met someone you never known before? What do you do
when you meet someone that you never met before?)
b. Kegiatan Inti
- Guru menanyakan tentang apa yang telah dipelajari siswa dalam pembelajaran mandiri.
- Guru mengelompokan siswa dalam tiga kelompok berdasarkan minat dan gaya belajar siswa.
Siswa dengan gaya belajar auditory menyimak materi pembelajaran dalam bentuk audio yang
diakses pada LMS. Siswa dengan gaya belajar visual akan menonton video pembelajaran. Siswa
dengan gaya belajar kinestetik akan membaca beberapa teks tentang mewawancarai orang lain
yang ditempel di dinding kelas pada tempat yang berbeda
- Guru membagi kelompok dan meminta siswa untuk mengakses LMS untuk mengerjakan LKS
tentang 5W1H questions
- Guru mengobservasi kegiatan kelompok dan mencatat hal-hal penting berkaitan dengan
kegiatan kelompok
- Guru memberikan feedback dan penguatan materi dengan memutarkan sebuah audio interview
- Siswa secara berpasangan mempraktekkan bagaimana mewawancarai seseorang
- Setiap orang ditugaskan untuk melaporkan informasi tentang orang yang diwawancarai dengan
sesuai minat dan gaya belajarnya. Murid dengan gaya belajar auditori bisa memperkenalkan
orang yang diwawancarai dengan cara merekam. Murid dengan gaya belajar dapat melakukan
wawancara secara lisan. Murid dengan gaya belajar visual dapat melaporkannya melalui video
yang diungah di youtube dan dikirim linknya
- Siswa diminta untuk membentuk dua barisan untuk bermain game: “Chinese whisper” (KSE:
kesadaran diri)

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c. Kegiatan penutup
- Guru dan siswa bersama-sama melakukan refleksi pembelajaran. Setiap siswa diminta untuk
menuliskan apa yang telah dipelajarinya dengan menggunakan padlet (KSE: Kesadaran diri)
- Doa penutup

Mengetahui, Hadakewa, ……….Agustus 2023

Kepala SMAN 1 Lebatukan Guru Mata Pelajaran

Darius Buku, S.S Kaliktus Takeama Sogen, [Link]. Gr., [Link].

NIP 19770304 200701 1 018 NIP 19851014 2011011011

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LEMBAR KERJA PESERTA DIDIK

Sekolah :SMA Negeri 1 Lebatukan

Mata pelajaran :Bahasa Inggris
Materi pokok :Self Introduction
Kelas/Jenjang :X/UMUM
Alokasi waktu :2 JP
Profil Pelajar Pancasila : Gotong royong, bernalar kritis & mandiri
Model Pembelajaran :Tatap Muka & Daring
Domain Mapel :Memirsa & Berbicara
Students’ Level : A1 (Beginner)
Penyusun :Kaliktus Takeama Sogen, [Link]., Gr., [Link].

A. Listen to the interview and answer the questions!

Source: Hot Spot English, student’s book, Publisher: Hueber Verlag GmbH

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B. Complete the questions with what, when, who, how, where

C. Answer the following questions

1. What’s your full name? My name full name:…………………………………

2. What’s your nick name? My nick name is……………………

3. How old are you? I am………….years old

4. When is your birthday? It is on………………..

5. Where are you from? I am from……………………

6. Where is your home? It is in…………………………

7. Who’s your favorite film star? ……………………………..

8. What’s your favorite food? ……………………………..

9. What’s your favorite sport? ………………………………

10. What’s your phone number? It’s………………………………………

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D. Interview your classmates based on the following questions!

A : Hello
B : …………………
A : What’s your first name?
B : ………………..
A : And what’s your surname?
B : …………………..
A : How do you spell that?
B : ……………………………
A : and how old are you?
B : ……………………………..
A : When is your birthday?
B :……………………………
A : And what’s your telephone number?
B : It’s …………………………………….
A : What’s your favorite sport?
B :………………………………
A :What’s your favorite food?
B :……………………………..
A : Great. Thank you.

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RINGKASAN MATERI PEMBELAJARAN

1. SELF INTRODUCTION

a. Mentioning your name (Bagaimana memperkenalkan nama)

 Hi! I’m Antonius Lengari. You can call me Anton

 Hello, my name is Paulina Kewa. My friends call me Kewa

 My name is Tony Curtis. What is your name?

 My name is Paul Smith. Just call me Paul

b. Formal Expressions (memperkenalkan diri pada situasi resmi/formal

 May I introduce myself? My name is Rudi Hartono. You can call me Rudy.

 Allow me to introduce myself. I am Kaliktus Takeama Sogen. At home, they call me Kalis

 Let me introduce myself. My name is Robert Andrews.

c. Mentioning your occupation (bagaimana memberitahu pekerjaan anda)

 I am a student of SMA Negeri 1 Lebatukan

 I am an architect.

d. Talking about your place of origin (memberitahu tempat Asal

 I am from Lembata

 I come from East Java.

 I was born in Jakarta, but I grew up in Lewoleba.

e. Talking about your address (menyebutkan alamat)

 I live in Lewoleba

 I live at 25 Marion Road, Adelaide

 My address is 44 Burbank Avenue, South Australia

f. Talking about your family (menceritakan tentang keluarga)

 I live with my parents

 I don’t have any brothers, but I have three sisters and I’m the youngest.

 I don’t have any brothers or sisters.

 I am the first son in my family.

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g. Talking about your hobby (Memberitahu tentang hobby)

 I like cooking very much.

 I love travelling

 I am a big fan of sport

 I am keen on cooking

 I go swimming twice a week.

 In the evening, I often play my guitar.

h. Referring to your phone number (memberitahu nomor telp)

 You can contact me at . . . .

 My phone number is . . . .

2. INTERVIEWING PEOPLE

Pernahkah kamu ke Bank? Jika kamu pertama kali ke Bank untuk membuka rekening baru kalian pasti
akan diwawancarai oleh customer service bank untuk menanyakan data diri anda. Dalam menginterview
seseorang pasti dibutuhkan pertanyaan-pertanyaan. Dalam Bahasa Inggris terdapat pola-pola pertanyaan
yang digunakan untuk menanyakan infomasi. Pada modul ini kita mempejari salah satu pola pertanyaan
menggunakan kata kerja bantu.

Ada dua pola pertanyaan menggunakan kata kerja bantu. Simaklah penjelasan di bawah ini!

a. Pola Pertanyaan menggunakan To be tanpa kata tanya.

Pola pertanyaan ini biasaya digunakan untuk memperoleh kepastian atau jawaban informasi berupa
benar atau salah. Pola pertanyaan ini yakni:

to be (am/is/are + subjek + kata benda/kata sifat/kata keterangan

Perhatikan perbedaan kalimat pernyataan dan kalimat tanya menggunakan to be dalam bentuk simple
present di bawah ini!

KALIMAT PERNYATAAN KALIMAT TANYA

Subject To be Kata benda/kata Subject To be Kata benda/kata
sifat/kata keterangan sifat/kata keterangan
I am a student (kata benda) Am I a student?
You are James (kata benda) Are you James?
She is beautiful (kata sifat) Is she Beautiful?
He is British (kata benda) Is she British?
They are here (kata keterangan) Are they here
We are happy (kata sifatO Are we Happy?

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Jawaban atas pertanyaan dengan menggunakan to be adalah berupa YES/NO yang bisa dipakai
jawaban panjang atau pendek

Pelajari tabel di bawah ini!

b. Pola Pertanyaan menggunakan To be + kata tanya.

Pola ini biasa digunakan untuk menanyakan informasi dari seseorang. Jawaban yang dibutuhkan dari
pertanyaan ini berupa informasi dan bukan berupa jawaban benar atau salah. Misalnya jika seorang
menanyakan nama lengkap seseorang maka jawaban yang diberikan adalah nama yang bersangkutan.
Pola pertanyaan dengan menggunakan kata tanya dengan menggunakan to be digunakan dengan cara
menambahkan kata tanya 5W1H pada awal kalimat.
Rumusnya:

Kata tanya + to be + informasi yang ditanyakan (kata benda/kata sifat/kata keterangan)

Pelajari contoh di bawah ini!

Where are you from? I'm from Brazil.

When is the meeting? It's next Tuesday.
Who's she? She's my sister.
What time is it? It's six o'clock.

c. Contoh dialog pertanyaan menggunakan To be

DANIELLE : Hi. Sit down please.

MONIKA : Thanks
DANIELLE : What’s your first name?
MONIKA : Monika
DANIELLE : And, what’s your surname?
MONIKA : Kuzmicki.
DANIELLE : How do you spell Kuzmicki?
MONIKA : k, u, z, m, i, c, k, i
DANIELLE : Ok. Great. Where are you from?
MONIKA : I’m from Poland
DANIELLE : And, how old are you?

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MONIKA : I’m 19
DANIELLE : What’s your phone number?
MONIKA : It’s 02081123496
DANIELLE : OK. And what’s your email address?
MONIKA : it’s monika.k@[Link]
DANIELLE : Is that lower case?
Monika : Yes, it is, and polandnet is all one word
DANIELLE : Ok. That’s everything. Thanks Monika

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RANCANGAN ASESMEN FORMATIF

1. RANCANGAN PENILAIAN KETERAMPILAN

a) RANCANGAN ASESMEN UNTUK SISWA DENGAN GAYA BELAJAR VISUAL & AUDITORY

Instruction: Please interview your classmate in English orally in the front of the classroom or you can use
your phone to record your interview and upload on youtube or google drive. Send the link your teacher.
Include essential information that you just have learned.

RUBRIK PENILAIAN SPEAKING

Content Fluency Pronunciation Grammar Delivery

Excellent The speaker provides a The speaker The speaker's The speaker uses The
clear and speaks fluently pronunciation is grammar speaker
comprehensive and with ease. clear and easy to correctly and speaks with
introduction, including They may have understand. They consistently. They good
their name, minor pauses or may have a slight may make minor volume,
background, interests, hesitations, but accent, but this mistakes, but tone, and
and goals. They may these do not does not detract these do not pacing.
also include some detract from their from their overall detract from their They also
information about overall performance. overall make good
their current situation performance. performance. use of eye
or plans for the future. contact and
body
language
Good The speaker provides a The speaker The speaker's The speaker uses The
mostly clear and speaks somewhat pronunciation is grammar mostly speaker
comprehensive fluently, but may mostly clear and correctly, but may speaks with
introduction. They have some pauses easy to understand. make some minor mostly
may leave out some or hesitations. They may make mistakes. These good
details, but their They may also some minor mistakes do not volume,
overall message is still make some minor mistakes with make it difficult tone, and
clear. mistakes with pronunciation, but for the listener to pacing.
grammar or these do not make understand them. They may
pronunciation. it difficult for the make some
listener to minor
understand them. mistakes
with eye
contact or
body
language.
Fair The speaker provides a he speaker has The speaker's The speaker has The
somewhat clear difficulty speaking pronunciation is some difficulty speaker has
introduction, but may fluently and may somewhat difficult using grammar some
leave out some have frequent to understand. correctly and may difficulty

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important details or pauses, They may make make frequent speaking

have difficulty hesitations, or frequent mistakes mistakes. These with good
expressing themselves repetitions. They with pronunciation, mistakes may volume,
may also make which may make it make it tone, and
some mistakes difficult for the somewhat pacing.
with grammar or listener to difficult for the They may
pronunciation. understand them. listener to also have
understand them. difficulty
with eye
contact or
body
language.
Poor The speaker's The speaker has The speaker's The speaker has The
introduction is unclear serious difficulty pronunciation is serious difficulty speaker has
and/or incomplete. speaking fluently very difficult to using grammar serious
They may have and may have understand. They correctly and may difficulty
difficulty expressing long pauses, make frequent make frequent speaking
themselves or may not hesitations, or mistakes with mistakes. These with good
provide enough repetitions. They pronunciation, mistakes may volume,
information. may also make which may make it make it very tone, and
frequent mistakes impossible for the difficult or pacing.
with grammar or listener to impossible for the They may
pronunciation. understand them. listener to also have
understand them. serious
difficulty
with eye
contact or
body
language.

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b) RANCANGAN ASESMEN UNTUK SISWA DENGAN GAYA BELAJAR KINESTETIK

Instruction:

Write the information you got from the interview ! Include essential information that you just have
learned. Then, post it in your facebook page or instagaram. Send the link of your introduction to your
teacher!

Content Organization Grammar & mechanics Style and Tone:

Excellent The writer provides a clear The introduction is well- The writer uses The writer's style
and comprehensive organized and easy to grammar and and tone are
introduction, including their follow. The writer uses mechanics correctly appropriate for
name, background, interests, clear transitions and and consistently. They the audience and
and goals. They may also paragraph breaks to may make minor purpose. They
include some information guide the reader mistakes, but these do use language that
about their current situation through their not detract from their is clear, concise,
or plans for the future. The introduction. overall performance. and engaging.
introduction is well-
organized and easy to
follow.
Good The writer provides a mostly The introduction is The writer uses The writer's style
clear and comprehensive mostly well-organized. grammar and and tone are
introduction. They may leave The writer may use mechanics mostly generally
out some details, but their some transitions and correctly, but may appropriate for
overall message is still clear. paragraph breaks, but make some minor the audience and
The introduction is generally their introduction may mistakes. These purpose. They
well-organized and easy to be somewhat difficult to mistakes do not make may use some
follow. follow. it difficult for the language that is
reader to understand unclear, wordy,
them. or un engaging.
Fair The writer provides a The introduction is The writer has some The writer's style
somewhat clear somewhat poorly difficulty using and tone are
introduction, but may leave organized. The writer grammar and somewhat
out some important details may use few or no mechanics correctly inappropriate for
or have difficulty expressing transitions and and may make the audience and
themselves. The introduction paragraph breaks. Their frequent mistakes. purpose. They
may be somewhat introduction may be These mistakes may may use language
disorganized or difficult to difficult to follow. make it somewhat that is unclear,
follow. difficult for the reader wordy, or un
to understand them. engaging
Poor The writer's introduction is The introduction is The writer has serious The writer's style
unclear and/or incomplete. poorly organized and difficulty using and tone are
They may have difficulty difficult to follow. The grammar and inappropriate for
expressing themselves or writer may use no mechanics correctly the audience and
may not provide enough transitions or paragraph and may make purpose. They
information. The breaks. Their frequent mistakes. use language that
introduction is disorganized introduction may jump These mistakes may is unclear, wordy,
and difficult to follow around from topic to make it very difficult or un engaging.
topic. or impossible for the
reader to understand
them.

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2. Rancangan Penilaian Kognitif

Tujuan Penilaian
1. Mengukur kemampuan peserta didik dalam memahami dan menggunakan kosakata, tata bahasa,
dan struktur kalimat yang berkaitan dengan 5W1H Questions & Yes No Questions
2. Mengukur kemampuan peserta didik dalam menyusun teks wawancara secara lisan dan tulis.

Indikator Penilaian

1. Peserta didik dapat mengidentifikasi dan memahami kosakata yang berkaitan dengan self
introduction.
2. Peserta didik dapat menggunakan tata bahasa dan struktur kalimat yang tepat dalam self
introduction.
3. Peserta didik dapat menyusun teks self introduction secara lisan dan tulis.

Jenis Penilaian

1. Tes tertulis pada LMS

2. Bentuk Tes: Pilihan Ganda & Essay Test

Contoh Soal Essay Test

1. Complete the following dialog with appropriate expression!

Teacher : Hello
Claire : Hi,
Teacher : What’s your first name?
Claire : ………………..
Teacher : And what’s your surname?
Claire : …………………..
Teacher : How do you spell that?
Claire : ……………………………
Teacher : and how old are you?
Claire : ……………………………..
Teacher : And what’s your telephone number?
Claire : It’s …………………………………….
Teacher : Great. Thank you, Claire

3. Rancangan Penilaian Sikap

Tujuan Penilaian

1. Mengukur kemampuan peserta didik dalam menunjukkan sikap sosial yang positif dalam
pembelajaran.
2. Mengembangkan karakter peserta didik yang berbudaya dan berakhlak mulia.

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Indikator Penilaian

1. Peserta didik dapat menunjukkan sikap jujur, disiplin, tanggung jawab, santun, peduli, dan percaya diri
dalam pembelajaran.
2. Peserta didik dapat bekerja sama dengan teman sejawat dan guru dalam pembelajaran.
3. Peserta didik dapat menghargai pendapat orang lain dalam pembelajaran.
4. Peserta didik dapat menerima kritik dan saran dengan baik.

Teknik Penilaian

1. Observasi
2. Penilaian diri
3. Penilaian antarteman
4. Jurnal

Observasi

Guru mengamati perilaku peserta didik selama pembelajaran berlangsung. Aspek yang diamati antara lain:

 Sikap jujur

 Sikap disiplin

 Sikap tanggung jawab

 Sikap santun

 Sikap peduli

 Sikap percaya diri

 Kemampuan bekerja sama

 Kemampuan menghargai pendapat orang lain

 Kemampuan menerima kritik dan saran

Penilaian Diri

 Peserta didik diminta untuk menilai sikap sosialnya sendiri berdasarkan aspek-aspek yang telah
ditentukan oleh guru.
 Penilaian Antarteman
 Peserta didik diminta untuk menilai sikap sosial teman sejawatnya berdasarkan aspek-aspek yang telah
ditentukan oleh guru.
 Jurnal

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Peserta didik diminta untuk menulis jurnal tentang pengalamannya dalam menunjukkan sikap sosial
yang positif dalam pembelajaran.

Pedoman Penskoran

 Observasi:

4: Selalu menunjukkan sikap sosial yang positif

3: Kadang-kadang menunjukkan sikap sosial yang positif

2: Jarang menunjukkan sikap sosial yang positif

1: Tidak pernah menunjukkan sikap sosial yang positif

 Penilaian Diri:

4: Selalu menilai sikap sosialnya sendiri dengan jujur dan objektif

3: Kadang-kadang menilai sikap sosialnya sendiri dengan jujur dan objektif

2: Jarang menilai sikap sosialnya sendiri dengan jujur dan objektif

1: Tidak pernah menilai sikap sosialnya sendiri dengan jujur dan objektif

 Penilaian Antarteman:

4: Selalu menilai sikap sosial teman sejawatnya dengan jujur dan objektif

3: Kadang-kadang menilai sikap sosial teman sejawatnya dengan jujur dan objektif

2: Jarang menilai sikap sosial teman sejawatnya dengan jujur dan objektif

1: Tidak pernah menilai sikap sosial teman sejawatnya dengan jujur dan objektif

 Jurnal:

4: Selalu menulis jurnal tentang pengalamannya dalam menunjukkan sikap sosial yang positif
dalam pembelajaran dengan bahasa yang jelas dan runtut

3: Kadang-kadang menulis jurnal tentang pengalamannya dalam menunjukkan sikap sosial yang
positif dalam pembelajaran dengan bahasa yang jelas dan runtut

2: Jarang menulis jurnal tentang pengalamannya dalam menunjukkan sikap sosial yang positif
dalam pembelajaran dengan bahasa yang jelas dan runtut

1: Tidak pernah menulis jurnal tentang pengalamannya dalam menunjukkan sikap sosial yang
positif dalam pembelajaran

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