Contoh soal listening berdasarkan jenisnya

Listening atau mendengarkan adalah suatu kemampuan yang hasilnya berupa pemahaman dari sesuatu yang didengarkan. Listening itu bukan kegiatan yang mudah, apalagi ketika yang dijadikan bahan untuk didengarkan adalah suatu ungkapan dalam Bahasa inggris. Bagi orang Indonesia, akan sangat sulit untuk memahami setiap kata yang diucapkan oleh pembicara dengan logat asli mereka. Perlu suatu ketelitian dan kebiasaan untuk merangsang otak memahami apa yang sedang didengarkan, ini disebut dengan kebiasaan Listening.

Pemahaman akan lebih mudah ketika telinga familiar atau terbiasa mendengarkan Bahasa asing tersebut. terkadang hal yang paling simple yang bisa dilakukan adalah dengan cara mendengarkan music yang menggunakan Bahasa inggris. Hal ini sangatlah menyenangkan, karena kita bisa belajar sekaligus menghibur diri. tetapi, itu saja tidak akan membantu orang untuk mendapatkan kemampuan listening tingkat tinggi. maka dari itu, perlu adanya latihan untuk mengerjakan soal dengan menggunakan kemampuan listening.

kemampuan atau tingkatan listening tidak hanya ada satu saja, tetapi ada beberapa tingkatannya dari mulai tingkat dasar sampai tingkat tinggi. semua dibagi berdasarkan kemampuan yang dimiliki.

Ddibawah ini adalah beberapa contoh soal listening berdasarkan jenis-jenisnya

A.    Responsive Listening

Listen carefully and answer question number 1-2-3

1.Widya   : …..

a.       In the office

b.      In the room

c.       In the home

d.      In the bathroom

2.      Widya   :

a.       In the market

b.      In the hospital

c.       In the bookstore

d.      In the zoo

3.      Widya   :

a.       Yes, I am

b.      No, I don’t

c.       I am not sure

d.      Yes, I will

B.     Selective Listening

Listen to this monologue, and fill the blank with the best answer.

The Monas National Monument is a 132-meter tower in the center of Merdeka Square, Central Jakarta, Indonesia Jakarta, is the capital of the state. It symbolizes the struggle for Indonesian independence of our country. The monument consists of a 117.7 m obelisk on a 45m square platform at a height of ______(4). The towering monument ____­­__(5) the philosophy of Lingga and Yoni. Resembles a phallus, or pestle mortar pestle and Yoni resembles rice or mortar, two _______(6) things in the tradition of Indonesian agriculture. Construction ______(7) in 1961 under the direction of President Sukarno, the first president of the us and the monument was ________(8) to the public in 1975. It is topped by a flame covered with gold foil, and now the monument calls.

C.     Intensive Listening

Listen carefully and answer question number 9-15

9. What is John?

a.       A pilot

b.      A doctor

c.       A policeman

d.      A student

10.  What will be done by Widya before she picks Linda up?

a.       Presenting task

b.      Buying something

c.       Doing dinner

d.      Washing clothes

11.  Whose car is in the conversation?

a.       Linda’s car

b.      Widya’s car

c.       Linda’s friend’s car

d.      It was rented

D.    Extensive Listening

12. What is borrowed by Linda?

a.       Pen

b.      Book

c.       Bag

d.      Phone

13. What does Widya want to drink?

A.    Hot milk

B.     Hot tea

C.     Hot water

D.    Hot coffee

14. What does Linda look for?

a.       Her book

b.      Her pen

c.       Her phone

d.      Her friend

15. Where does Widya save her duty?

a.       In her bag

b.      In her house

c.       In her room

d.      In her cupboard.

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Laporan Kegiatan Teaching English for Young Learner (TEYL)

ACTIVITY REPORT OF TEACHING ENGLISH FOR YOUNG LEARNER

(TEYL)

Teaching English for Young Learner (TEYL) adalah kegiatan yang dilakukan oleh universitas atau kampus yang mempunyai jurusan pendidikan Bahasa inggris. Di kegiatan ini, para mahasiswa jurusan pendidikan Bahasa Inggris diminta untuk praktek mengajar dengan media yang sudah dibuat sebelumnya. Setiap mahasiswa diminta untuk membuat media pembelajaran yang cocok untuk pengajaran Bahasa Inggris dari mulai kelas 1 sampai dengan kelas 6 SD dengan mempertimbangan kebutuhan, kemampuan, dan lingkungan para siswa sehingga tidak akan ada media pembelajaran yang menyimpang dengan fakta lapangan yang ada. Contoh media pembelajaran yang saya pakai disini adalah kartu yang berisi vocabulary kegiatan sehari-hari yang biasa dilakukan oleh semua orang khususnya para siswa. Baca Cara Pembuatan Media Pembelajaran Untuk Teaching English for Young Learner (TEYL)

Saya menggunakan media pembelajaran tersebut untuk mengajar di kelas 4 SDN GONDANG MANIS, Kecamatan Bandarkedungmulyo Kabupaten Jombang, Jawa Timur. Sangat-sangat menyenangkan dan mereka pun sampai nangis-nangis karena pembelajaran saya selesai dan saya pamitan untuk pulang. Kok jadi curhat sih??? Yasudah tidak perlu diteruskan lagi, berikut akan saya berikan Laporan Kegiatan Teaching English for Young Learner (TEYL)

Chapter II

2.1 Introductory Paragraph

That was in the fourth grade of Elementary School “Gondangmanis”. There were thirty students in there. There were so many kinds of students there based on their ability. The researcher divided them into five types of students at class. The five types of the students were the active students, the smart students, the calm students, the trouble makers, and the gang.  Here, the researcher doesn’t mean to focus on one types of good students or try to differ them in bad sides, but this is done just for giving the description about the random students in the real teaching program in fourth grade of Elementary School.

This also can give the information about the position of the students can divide them absolutely in the process of learning. The researcher could speak with them owing to the their seat. They didn’t sit down by their gender because the researcher found the students sat down beside the different gender, and they were not siblings. They were just classmate. There was no groups shown by their different seat. Five types of students sat down without making a group of seats. Some people told that the smart students would sit down in front, and the low students would sit down behind. The researcher didn’t find what some people told.

The First Type :

2.1.1        Description

The students really involved were the active students. In this class, the researcher found 8 students as the active students. There were Aldi, Hanum, Almira, Dita, Rizky, Bella, Fahri and Sasa. They were very active in the class, but as the researcher said before, they didn’t sit down together, but they mixed their seats and blended in, so it was very good for process of learning because they can influent their friends to be active like them.

The first, the calm students didn’t give many responses to the researcher, but after the active students gave them effects. They could join the activity that researcher gave. The class was very active and crowded because of their voice.

The class was conducive and was controlled. The first, the researcher gave the lesson about some vocabularies in daily. The students were very exited to repeat what the researcher said, and then they applied it in some sentences. After few minutes, they looked very tired and bored to do what the researcher wanted. The researcher made a game for making the class was controlled. and finally their spirit became full again. They didn’t give any negative comments for the researcher. They felt so comfortable with the researcher, so they did all of the researcher planning that had to be done by them well.

2.1.2        Learning Steps

The class was started as the classes same as the other active days. It started with praying, singing Indonesian theme song, singing traditional song, reading Pancasila and then ice breaking as pre activity. During the pre activity, all the students seemed interesting with it, not only the active students but also all of the types of the groups. In the main activity part, the students said some vocabularies that they did in their daily as the asking of the researcher. Then, they were asked to memorize them and practiced it into the good sentences.  

The active students followed every the researcher asked step by step well. They could memorize them by using their meaning also. They read them very loudly, and followed by the calm students that didn’t want to be the lost one in the class. They felt interesting with the cards that the researcher brought. The researcher asked the students one by one about the meaning and repeated it many times until they remember it without looking at the cards. After five vocabularies had been given to them, they would be asked many times by the researcher. Sometimes, they were asked one by one by choosing on of the students directly, sometimes they were asked together in one side of seat. There was no complain about this activity. They were very smart to memorize all vocabularies fast. Although they hadn’t been given the vocabularies before, some students knew the English Daily Vocabularies that the researcher gave, they just didn’t sound how to speak it well. They sound it by using reading ability in Bahasa. It was sounded so funny. But then, the researcher gave the true one how to sound it well.

After few minutes, they lost their voice because they were very spirit to repeat what the researcher said, and also they repeated it very loudly. Some seconds, the class was calm. The researcher gave them a game that asked the students to be concentrate to what the researcher said. The students that was not concentrate had to come forward and waited the next victim. after there were 10 students that got punishment. They had to sing and dance together as like how the researcher practiced in front of them. They looked very interesting and very happy with the punishment. The students that didn’t get punishment wanted to sing and dance together with the students getting punishment, so all of the students in the class danced and sang together. After all of them did it, they felt so spirit and the researcher asked them to write on their activity book what the researcher had written on the with board. Some students came forward  for looking at the writing because they wanted to be closer with the researcher.

The first and the post activity ran conducive and controlled. The researcher as the teacher drilled the vocabularies that had been memorized by them before and made the new sentence, and they did it well although the teacher asked them one by one, and they could mention the meaning of the vocabularies that the teacher gave. When the teacher wanted to close the class. Some students cried and they didn’t want if the researcher left them, they asked more time to study with researcher until the researcher hugged those students, for fear that they could stop crying. After they were calm. The researcher asked the class to be ended by praying together which was led by the chairman.

2.1.3        SWOT Analysis

The strength of the kind of students is that they would have much excitement toward what they call something new. They could not be more diligent only if they kept the spirit. Daily cards vocabularies or even English is something new to them. For such active students who never studied English before, a tool like daily cards vocabularies and a game are very helpful to ease the English understanding.

The weakness of the tool to them is that the game makes the spirit fast to be lost. A game like “traffic lights” needs much concentration, and in Indonesia the kind of game is not something which can be found anyplace. Although the students are very amazed to play the game to help them to study, the number of the game can lead the influence the effectiveness of the class. what is afraid of is when the other are playing the game, the others would not focus on the lesson anymore, and they play something by themselves. This may be solved only if the teacher can find the best way to make all them involved with the game. 

2.1.4        Reflection

The researcher teacher's reflection on real teaching program is very surprise and shocked. The researcher just made a deal for teaching just for sixty minutes, but the time that the researcher took was more than it. And also the students felt that the time was not enough, they needed more time to study with the researcher. almost all of the team of real reaching program in that Elementary School spent more time than the dealing before.  

The researcher was very glad to meet some the active group because without planning before, their ability to influent their friend was very helpful for the researcher. the students that got influence became active like them and very spirit to study with the researcher. the researcher was very young, and tried to be like them, so they spoke as if the researcher had been their real sister.

The researcher was very shocked because almost all students liked k-pop and they could dance like k-pop. They showed their ability for dancing after the class. And they asked the researcher to watch their performance. They looked very cute because they danced almost similar with the real k-pop. It could entertain the researcher after getting tired after teaching.

BAB III

DISCUSSION

From the data analysis above, there was some finding that the writer found when  teaching young Lerner, It aims to provide teachers with the knowledge and skills needed to support young learners through the delivery of engaging and motivating lessons. This eight module course focuses on aspects such as examining the skills children need to be able to learn effectively, and managing classroom interaction. Aspects such as skills development, evaluation, and assessment are explored through media rich content, and opportunities for discussion with teachers around the world. Participation in this course will give you the opportunity to explore tools and activities that prepare children for life long learning. All information is in one page, a single sheet of paper. It is supported Cameron (2001) proposes a thought provoking question in relation to the idea of teaching a foreign language to young learners. She asks: "What is different about teaching a foreign language to children, in contrast to teaching adults or adolescents?" (2001: 1). When I read this question, I immediately thought that teaching a foreign language to young learners could be interesting and easy since young learners are curious about learning; while teaching a foreign language to adolescents could be a bit more serious and tough. My discussion with English teachers to young learners, however, have convinced me that teaching English to young learners is not that easy, though interesting. Teaching English to young learners needs good teaching skills, creativity, thorough preparation, and patience. We must have all these attributes in order to make young learners keep motivated.

in the other hands, Cameron (2001) proposes a thought provoking question in relation to the idea of teaching a foreign language to young learners. She asks: "What is different about teaching a foreign language to children, in contrast to teaching adults or adolescents?" (2001: 1). When I read this question, I immediately thought that teaching a foreign language to young learners could be interesting and easy since young learners are curious about learning; while teaching a foreign language to adolescents could be a bit more serious and tough. My discussion with English teachers to young learners, however, have convinced me that teaching English to young learners is not that easy, though interesting. Teaching English to young learners needs good teaching skills, creativity, thorough preparation, and patience. We must have all these attributes in order to make young learners keep motivated.

Chapter IV

Conclusions and suggestion

            Conclusions

The use of TPR (Totally Physical Response) method is applied so that students can enjoy learning and can learn to communicate using foreign languages ​​well.

This is because basically the TPR method was developed to reduce pressure on students in the classroom, and to make the classroom atmosphere pleasant. (Larson-Freeman, 1986: 116)

Therefore, the teaching and learning process begins by listening to the command line (listening) which is then followed by a physical response. This learning method emphasizes the activity of students, namely direct activities related to physical (physical) and movement (movement) so that the research or observation that we do both from the model, and learning methods can be said succeed because students can be active in learning by being able to answer the questions raised directly to them.

Suggestion

In a learning process that needs to be considered by the teacher is the suitability of the learning process with the planned implementation of learning that has been prepared. In addition the teacher must also use appropriate models, approaches and methods so that students can receive information optimally and can improve life skills. students' independence in solving a problem in the learning process is also stressed, so that students do not give up easily in learning.

Teachers as leaders in the classroom are expected to give more motivation and appreciation in the form of praise to students, and suggest to thinking, that every student has knowledge, this is where the teacher plays a very important role to implement and guide students to explore all their knowledge.

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Contoh RPP Bahasa Inggris di SMA Kelas X Materi Descriptive Text Kurikulum 2013-

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

 

Nama Sekolah             : SMA Negeri Bandarkedungmulyo

Mata Pelajaran            : Bahasa Inggris

Kelas/ Semester           : X / Genap

Alokasi Waktu            : 4 x 50 menit

A.    Kompetensi Inti (KI)

KI 1 dan KI 2

Pembelajaran Sikap Spiritual dan Sikap Sosial dilaksanakan secara tidak langsung  (indirect teaching) melalui keteladanan, terkait jujur, tanggungjawab, disiplin, dan santun melalui proses pembelajaran Pengetahuan dan Keterampilan. Selanjutnya guru melalukan penilaian sikap tersebut sepanjang proses pembelajaran berlangsung, dan berfungsi sebagai pertimbangan guru dalam mengembangkan karakter peserta didik lebih lanjut.

KI 3.

Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,  kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI 4.  

Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan ranah abstrak  terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta efektif dan kreatif, dan mampu menggunakan metoda sesuai kaidah keilmuan. 

B.     Kompetensi Dasar dan Indikator

Kompetensi Dasar	Indikator
3.8 Membedakan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks descriptive secara lisan dan tulis terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya.	3.8.1 Menemukan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks descriptive secara lisan dan tulis terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya. 3.8.2 Mengidentifikasifungsi sosial, struktur teks dan unsur kebahasaan beberapa teks descriptive  lisan dan tulis terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya. 3.8.3 Membedakanfungsi sosial, struktur teks dan unsur kebahasaan beberapa teks descripsi lisan dan tulis terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya.
4. 8 Teks descriptive 4.8.1 Menangkap makna secara konstekstual terkait fungsi sosial, struktur teks dan unsur kebahasaan teks descriptive secara lisan dan tulis, terkait  informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya.	4.8.1.1 Menyimpulkan informasi secara konstekstual terkait fungsi sosial, struktur teks dan unsur kebahasaan teks descriptive secara lisan dan tulis terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya.
4.8.2 Menyusun teks descriptive lisan dan tulis, terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya.dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan secara benar dan sesuai konteks.	4.8.2.1 Menulis teks descriptive lisan dan tulis terkait terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya. 4.8.2.2 Menyusun teks descriptive lisan dan tulis, terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan secara benar dan sesuai konteks.

C.    Materi Pembelajaran

·         Fungsi sosial

Menjelaskan, Mencontohkan, Menerapkan teks descriptive terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya.

·         Struktur teks

Struktur teks report mencakup

1.      Informasi umum

2.      Informasi khusus

·         Unsur kebahasaan

1.      Kata dan Bahasa yang dapat dipahami.

2.      Penggunaan tenses yang tepat.

D.    Metode Pembelajaran

Diskusi, Penugasan, Presentasi

 

E.     Media/alat/bahan/sumber belajar    :

Teks descriptive, teks lain, LKS

F.     Kegiatan Pembelajaran

1.      Pertemuan Pertama: (2 JP)

Indikator:

3.8.1        Menemukan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks descriptive secara lisan dan tulis terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya.

3.8.2        Mengidentifikasifungsi sosial, struktur teks dan unsur kebahasaan beberapa teks descriptive  lisan dan tulis terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya.

3.8.3        Membedakan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks descripsi lisan dan tulis terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya.    

a.      Kegiatan Pendahuluan

·         Menyiapkan peserta didik untuk mengikuti proses pembelajaran seperti berdoa, absensi, menyiapkan buku pelajaran.

·         Memotivasi peserta didik dengan cara melakukan ice breaking untuk menyemangati kelas dengan sebuah permainan “Traffic Light”.

·         Menjelaskan tujuan pembelajaran atau kegiatan yang akan siswa lakukan untuk mencapai tujuan tersebut.

b.     Kegiatan Inti

·         Menjelaskan teks descriptive terkait dengan tujuan menulis teks report

·         Menjelaskan teks descriptive terkait fungsi sosial, struktur teks dan unsur kebahasaan yang digunakan.

·         Membacakan teks descriptive yang ada didalam lembar kerja peserta didik dan para peserta didik menyimak.

·         Meminta siswa untuk menemukan tujuan dari penulisan teks descriptive  tersebut.

·         Secara berkelompok, siswa membaca teks descriptive didepan kelas dengan pasangannya. Siswa pertama membaca dan siswa kedua menerjemahkan.

·         Guru memberikan materi tentang metode mind mapping.

·         Guru memberikan topic ibu dan meminta siswa untuk membuat mind mapping tentang ibu.

·         Mendiskusikannya dengan teman sebangkunya.

·         Memberikan teks descriptive yang telah disiapkan kepada setiap kelompok dan setiap kelompok mengidentifikasi teks descriptive masing-masing yang telah diberikan oleh guru beserta membuat mind mapping dari teks tersebut.

·         Menukarkan setiap hasil identifikasi kelompok ke kelompok yang lain dan melakukan penilaian.

·         Memberikan tugas khusus untuk menjawab pertanyaan singkat yang ada di lembar kerja siswa.

c.      Kegiatan Penutup

·         Mengulas kembali apa yang telah dipelajari tentang teks descriptive.

·         Menanyakan kembali struktur dan ciri-ciri teks descriptive.

·         Menyampaikan rencana kegiatan pembelajaran untuk pertemuan berikutnya

 

2.      Pertemuan Kedua: ( 2 JP)

Indikator:

1.8.1        Menyimpulkan informasi secara konstekstual terkait fungsi sosial, struktur teks dan unsur kebahasaan teks descriptive secara lisan dan tulis terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya.

1.8.2        Menyusun teks descriptive lisan dan tulis, terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan secara benar dan sesuai konteks.

a.      Kegiatan Pendahuluan

·      Menyiapkan peserta didik untuk mengikuti proses pembelajaran.

·      Memotivasi peserta didik dengan melakukan ice breaking untuk mencairkan suasana dengan permainan instruction or gesture.

b.      Kegiatan Inti

·      Secara individu, membuat mind mapping dengan pemahaman yang telah didapatkan sebelumnya dengan tema seekor kucing.

·      Siswa diminta untuk membuat teks descriptive dengan panduan mind mapping yang telah dibuat.

·      Sebanyak lima siswa diminta untuk maju ke depan kelas secara bergantian dan membacakan teks descriptive yang telah dibuat.

·      Guru memberikan pemahaman yang lebih untuk mengomentari hasil teks yang telah dibacakan didepan kelas.

·      Secara berpasangan memilih 1 topik dari 3 topik yang telah disediakan.

·      Masing-masing kelompok menulis teks descriptive sesuai dengan topik yang telah dipilih secara tertib dan tekun.

 

c.       Kegiatan Penutup

·      Mereview pembahasan pada kegiatan latihan yang sudah dikerjakan selama awal pembelajaran hingga akhir pembelajaran.

·      Refleksi sejenak tentang apa yang sudah dipelajari dalam pertemuan ini dan sebelumnya “Did you enjoy writing descriptive text? Was it difficult? Was it easy? What did you find difficult?”

·      Menutup pertemuan dengan doa.

G.    Penilaian Hasil Belajar

a.    Teknik Penilaian:

a.         Penilaian Sikap             : Observasi/Pengamatan

b.        Penilaian Pengetahuan  : Tes Tertulis

c.         Penilaian Keterampilan : Praktek

b.   Bentuk Penilaian:        

a.         Observasi                      : Jurnal guru

b.        Tes tertulis                    : Uraian dan Lembar kerja

c.         Praktek                          : Praktek didepan kelas

H.    Program Tindak Lanjut

1.      Remedial

·         Peserta didik yang belum mencapai KKM(75) diberi tugas untuk membuat teks descriptive dalam bahasa Inggris terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya . Setelah dua minggu, guru mengevaluasi kemajuan kompetensi peserta didik dalam menangkap makna dan atau menyusun teks descriptive. Kemudian guru melaksanakan penilaian remedial.

2.      Pengayaan

·         Bagi peserta didik mempunyai nilai di atas 75 diberi pengayaan berupa tugas mandiri untuk menyusun teks descriptive terkait informasi tentang benda-benda yang ada disekitarnya sesuai dengan konteks penggunaannya. Kemudian mempublikasi dengan ditempel di madding.

Rubrik Penilaian tes lisan dan tulis

JAWABAN	Kreteria	SKOR
1.      The general and specific information about the picture 2.      The general information/specific information about the picture 3.      Other then 1 and 2	Tepat Kurang tepat Tidak tepat	3 2 1

Penilaian Sikap

Jurnal Guru

NO	HARI/TGL/ JAM KE	NAMA	PRILAKU/ KEJADIAN	BUTIR SIKAP	POS/NEG	TINDAK LANJUT

Kediri, 25 Januari 2019

Mengetahui:                                                               

Kepala Sekolah                                                                       Guru Mata Pelajaran

Ingin contoh RPP lainnya? kalian bisa melihat postingan-postingan saya sebelumnya. disitu banyak contoh RPP yang murni buatan sendiri dan bukan hasil dari copy paste. keep spirit ya guys for studying. 😊😊

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