SILABUS SMP/MTs
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah
abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang
sama dalam sudut pandang/teori.
Kompetensi Dasar Materi Pokok/Materi
Pembelajaran Kegiatan Pembelajaran Penilaian
Masing-masing menggunakan
(a) menyapa, (b) berpamitan,
later. See you. Take
welcome., dan
okay. Allright., dan
bahasa baku
meresponnya, dalam bahasa
Inggris, untuk menjaga
hubungan interpersonal dan
sesuai dengan konteksnya.
permintaan maaf, serta responnya
dalam bahasa Inggris dengan
yang ada dalam bahasa
(4) Tulisan tangan
Mengumpulkan Informasi
teks, dsb.
pamitan, (c) ucapan
terimakasih, dan (d)
terstruktur.
Mengasosiasi
ada di sumber-sumber lain,
atau dengan yang digunakan
kebahasaan yang digunakan.
kelas, untuk menjaga hubungan
dan rapi.
• Siswa membicarakan
berpamitan, (c) mengucapkan
live in ... , What’s your
Mengamati
KRITERIA PENILAIAN
Nice to meet you, How do
you do, ... dan
they, dst.; kata ganti
(5) Tulisan tangan
Indonesia, kemungkinan
buku teks, dsb.
terstruktur.
Mengasosiasi
digunakan dalam bahasa lain.
kebahasaan yang digunakan.
dan rapi.
• Siswa membicarakan
sederhana bahasa
Indonesia tentang
pengalaman belajar
berinteraksi dengan
perkenalan diri,
termasuk kemudahan
dan kesulitannya.
menyatakan dan
bentuk angka, (e) tanggal,
menyebutkan dan menanyakan
nama waktu dalam hari, (d)
waktu dalam bentuk angka, (e)
tanggal, dan (e) tahun, dalam
KRITERIA PENILAIAN
waktu dalam bentuk angka,
untuk mengelola kehidupan
Monday today.It is
Tuesday tomorrow. When
semacamnya.
month is before
July?After March is
January, dan
nama waktu dalam hari, (d)
waktu dalam bentuk angka, (e)
tanggal, dan (e) tahun, dalam
bahasa Inggris.
the afternoon, in the
evening, at night, at
time do we have English
on Tuesday? one to thirty,
half past eight, a quarter
to five, dan seterusnya
is the Kartini Day?When
fourth, the fifth, the
waktu dalam hari, (d) waktu
dalam bentuk angka, (e) tanggal,
dan (e) tahun,dalam bahasa
bahasa Indonesia, kemungkinan
menggunakan ungkapan lain,
Mengumpulkan Informasi
intonasi, ejaan,
were you born? Nineteen
bulan, waktu dalam
hari, waktu dalam
bentuk angka, tanggal,
What date?, When?
• Siswa menirukan contoh-contoh
interaksi dengan menyebutkan
dengan ucapan, tekanan kata,
• Dengan bimbingan dan arahan
CARA PENILAIAN:
Kinerja (praktik)
Simulasi dan/atau
(8) Tulisan tangan
tahun.
tahun dalam konteks
pembelajaran, simulasi, role-
terstruktur.
Mengasosiasi
memberikan balikan
tahun yang telah dikumpulkan
dari berbagai sumber tersebut
tahun yang telah dipelajari
ada di sumber-sumber lain,
atau dengan yang digunakan
kebahasaan yang digunakan.
(e) tahun, tentang berbagai
dan di luar kelas.
dan rapi.
• Siswa membicarakan
tahun dan menuliskannya
pemaparan jati diri
My father is Mr. Zainal.
How do you spell your
name?Who is she? I have
Mengamati
dan unsur kebahasaan yang
helps the doctors. His
cleans the
bahasa Indonesia, kemungkinan
buku teks, dsb.
(5) Kata kerja yang
(9) Tulisan tangan.
terstruktur.
ada di sumber-sumber lain,
atau dengan yang digunakan
kebahasaan yang digunakan.
dan rapi.
• Siswa membicarakan
menyatakan dan
menyebutkan dan menanyakan
my cats. There are many
fireflies in the farm.,
cows do you have?
c. The hospital is near the
post office. The police
dan semacamnya.
Unsur kebahasaan
Indonesia, kemungkinan
Mengumpulkan Informasi
menanyakan nama
dan jumlah
binatang, benda,
dan bangunan
teks, dsb.
that, those, these.
(7) Ungkapan There
is/are..., Are there ...?
terstruktur.
Mengasosiasi
(11) Tulisan tangan.
ada di sumber-sumber lain,
atau dengan yang digunakan
dalam dan di luar
di luar kelas.
dan rapi.
• Siswa membicarakan
Penilaian diri:
Pernyataan siswa
dan daftar barang (list)
KRITERIA PENILAIAN
plural
100, one, two, three, …
barang, dari berbagai sumber
termasuk internet, film, koran,
majalah, buku teks, dsb.
daftar barang, ketepatan unsur
(5) Tulisan tangan
unsur kebahasaan, antara (a)
barang,dalam bahasa Inggris
Indonesia, kemungkinan
Mengumpulkan Informasi
unsur kebahasaan dari (a)
barang.
telah terkumpul dalam bentuk
atas, untuk memberikan
komentar dan pandangannya
memahami dan
menghasilkan (a)
rumah, dan sekitarnya.
kebahasaan dari berbagai (a)
barang yang telah dikumpulkan
dari berbagai sumber tersebut
kebahasaan dari berbagai (a)
telah dipelajari tersebut di atas
dengan yang ada di sumber-
melaksanakan
digunakan dalam bahasa lain.
kebahasaan yang digunakan.
barang dalam bahasa Inggris
kelas, sekolah, dan rumah.
Portofolio
dan rapi.
• Siswa membicarakan
menuliskannya dalam jurnal
belajar sederhana dalam
menyatakan dan
menyebutkan dan menanyakan
• Keteladanan
tired. Her sister is
friendly. The children are
very strong and healthy.
What is he like?,dan
school is very clean. The
classrooms are big. The
green. How is your
Indonesia, kemungkinan
kelengkapan dan
keruntutan dalam
menyebutkan dan
menanyakan sifat
orang, binatang,
Cows are big. Chicks are
cute. A cokroach is
mental, psikologis
Mengumpulkan Informasi
teks, dsb.
that, those, these.
(9) Tulisan tangan.
terstruktur.
Mengasosiasi
digunakan dalam bahasa lain.
kebahasaan yang digunakan.
kebahasaan yang dipilih sesuai
dan rapi.
• Siswa membicarakan
menyatakan dan
menanyakan tingkah
laku/tindakan/fungsi dari
menyebutkan dan menanyakan
tingkah laku/ tindakan/fungsi
• Keteladanan
like noodles.What do you
semacamnya.
Tigers don’t sleep at
night. Monkeys live on
His toy train moves on
• Siswa dituntut untuk mencontoh
dalam bahasa Indonesia,
kelengkapan dan
keruntutan dalam
menyebutkan dan
work. The movie plays at
4 pm., dan semacamnya.
... They don’t ...
untuk menunjukkan
melakukan, dsb.
Mengumpulkan Informasi
teks, dsb.
untuk menunjukkan
(7) Tulisan tangan.
menanyakan tingkah
laku/ tindakan/fungsi
orang, binatang,
benda, ketika
kebahasaan yang digunakan.
kebahasaan yang sesuai fungsi
dan rapi.
• Siswa membicarakan
• Keteladanan
carefully. No students
Mengamati
instruksi (instruction), (b) tanda
tanda peringatan
(warning/caution), termasuk
instruksi (instruction), (b) tanda
tanda peringatan
ketercapaian fungsi
all times. Do not enter. An
email has been received.
library.
(warning/caution), dari
peringatan (warning/caution),
ketepatan unsur
kebahasaannya, format,
tampilan, dsb.
(4) Tulisan tangan
rumah dengan memberikan
unsur kebahasaan, antara (a)
instruksi (instruction), (b) tanda
tanda peringatan
bahasa Indonesia, kemungkinan
menggunakan ungkapan lain,
Mengumpulkan Informasi
unsur kebahasaan dari (a)
peringatan (warning/caution)
kebahasaannya.
peringatan (warning/caution)
sekolah, rumah, dan sekitarnya.
kebahasaan dari berbagai (a)
pembelajaran di
setiap tahapan.
• Observasi terhadap
kepedulian dan
kepercayaan diri
digunakan dalam bahasa lain.
kebahasaan yang digunakan.
memahami dan
dan rumah.
• Siswaberupaya berbicara
dan rapi.
• Siswa membicarakan
peringatan (warning/caution)
deskriptif tentang orang,
• Keteladanan
kebahasaan dari setiap teks
kebahasaan dari setiap teks
we, dst.; our, my, your,
their, dst.
lazim, young, old,
unsur kebahasaan dari teks
terkumpul tsb., secara lebih
those, my, their, dsb
(8) Tulisan tangan
dan kerja sama
siswa dalam proses
atau dibuat sendiri kepada
Portofolio
dan rapi.
• Siswa membicarakan
• Siswa berusaha memahami isi
• Contoh lagu
dalam CD/VCD/
(4) Tulisan tangan
disalin.
kebahasaan) lagu tsb.
lagu.
tentang pendapat dan
perasaanya tentang lagu-lagu
dalam kerja kelompok, dengan
cara menyebutkan isi pesan
menulis dengan ejaan dan
• Siswa membicarakan
menuliskannya dalam jurnal
belajar sederhana dalam
1.
struktur teks, dan unsur
kebahasaan dari teks untuk
buildings
struktur teks, dan unsur
kebahasaan pada teks untuk
Validator : Dr. I G A Lokita Purnamika Utami, S.Pd., M.Pd.
Institution : Undiksha
This evaluation sheet is filled by the expert judges. Give checklist mark (√) in the scoring column and if there are comments, it can be filled in
the comment column.
The criteria of the instrument was adapted from Findawati and Suprianto (2014)
No Name of
1. Content Expert
learning objectives
NIP. 198304022006042001
Validator : Dr. I G A Lokita Purnamika Utami, S.Pd., M.Pd.
Institution : Undiksha
This evaluation sheet is filled by the expert judges. Give checklist mark (√) in the scoring column and if there are comments, it can be filled in
the comment column.
The criteria of the instrument was adapted from Findawati and Suprianto (2014)
No Name of
1. Media Expert
operate
various existing
hardware and
NIP. 198304022006042001
Validator : Made Hery Santosa
Institution : Universitas Pendidikan Ganesha
This evaluation sheet is filled by the expert judges. Give checklist mark (√) in the scoring column and if there are comments, it can be filled in
the comment column.
The criteria of the instrument was adapted from Findawati and Suprianto (2014)
No Name of
1. Content Expert
learning objectives
Validator : Made Hery Santosa
Institution : Universitas Pendidikan Ganesha
This evaluation sheet is filled by the expert judges. Give checklist mark (√) in the scoring column and if there are comments, it can be filled in
the comment column.
The criteria of the instrument was adapted from Findawati and Suprianto (2014)
No Name of
1. Media Expert
operate
various existing
hardware and
Evaluation Sheets
Developing Infographics as English Teaching Media for 7th Grade of Junior High
School by Expert Judges
Title : Developing Infographics as English Teaching Media for 7th Grade of Junior
High School
Expert : Dr. I G A Lokita Purnamika Utami, S.Pd., M.Pd.
Institution : Ganesha University of Education
Description
These evaluation sheets are used to judge the quality of the infographics as English teaching
media for 7th grade of junior high school. This infographics is developed to help teachers in
delivering the material by using infographics to teach English for 7th grade students.
Regarding to this point, I do need your response and suggestion about the content and media
of this product.
1. These evaluation sheets are filled by the expert judges
2. There are 5 scope of scoring for every component
3. Give checklist mark in the scoring column with the following information:
• 5 : Very good
1. Content Expert a. Clarity of learning objectives

objectives with SK/KD/Curriculum
objectives
learning strategies
study aid materials
learning objectives
flow
learning objectives
the evaluation tool
results
1. Media Expert

easily

hardware and software
types for development
Comments/Suggestions: there are some infographics that actually can be supported
with dialog example to increase its communicative nature
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________
NIP. 198304022006042001
Evaluation Sheets
Developing Infographics as English Teaching Media for 7th Grade of Junior High
School
by Expert Judges
Title Developing Infographics as English Teaching Media for 7th Grade of Junior
High School
Description
These evaluation sheets are used to judge the quality of the infographics as English teaching
media for 7th grade of junior high school. This infographics is developed to help teachers in
delivering the material by using infographics to teach English for 7th grade students.
Regarding to this point, I do need your response and suggestion about the content and media
of this product.
1. These evaluation sheets are filled by the expert judges
2. There are 5 scope of scoring for every component
3. Give checklist mark in the scoring column with the following information:
• 5 : Very good
1. Content Expert
learning objectives
media or other means
1. Media
managed easily

existing hardware and
Providing the
infographics as English teaching
infographics as English teaching
Infographics’s Design.
the material.
each topic. The questions are made
in Google Form and converted into
a QR code for simplyfing the
students to find the questions. The
key answer and point will be
shown after finish answering all
the questions.
Adding new
feature in
the Google Classroom.
new feature named “Let’s sharing”.
In “Let’s sharing” feature, students
can share their opinion to others
related to the topic they were
learning. Therefore, Google
material and exercise but also
make the learning more interactive.
Feedback of
their feedback about the
infographics as English teaching
the user of the media can give
feedback, suggestions, and
using infographics as English
evaluation the media.
Infographics for 7th Grade of Junior High School
There are 10 English topics developed into infographics.The focus of the content contained in
the infographics design is based on the blueprint for developing infographics based on the 7th
grade junior high school syllabus. For the exercise of each topic, it will be included in the
form of QR codes in the infographics design that leads to the Google Form. Below are the
steps in using infographics as teaching media.
1. Join the Google Classroom.
The first step that must be done is to follow the class provided in Google Classroom.
That is the Google Classroom access code (you can scan the QR code or type the
letters code).
2. Choose a topic that already provided in the Google Classroom.
i2cci3h
There are 10 topics for 7th grade available in Google Classroom. Please choose one of
the topics you want to teach is available on the “Classwork” menu.
3. Open the material provided.
After selecting one of the topics to be taught, select the “Material” menu. In this
menu, there will be an infographics media that have been developed based on topics
that present several learning focuses. You can open it and then save it to share with
students. Or ask students to join the Google Classroom and ask them to open this
material menu.The teaching and learning process can be adjusted by using the
infographics media.
4. Scan the QR code in the design to do the exercises.
After teaching the material available in the infographics design, the teacher can ask
students to do exercises on each topic. The exercises have been provided in the form
of a QR code. The teacher can ask students to scan the QR code in the upper right
corner of each infographics design.
5. Do the exercise.
After scanning the QR code that provides practice questions, students will be directed
to practice questions in the form of Google Form. There will be 10 multiple choice
questions that must be done according to the topics that have been taught.
6. See the score and the key answer.
After answering all the available practice questions, students can choose the send
option to collect the questions that have been answered. The score and answer key
will be immediately visible after answering the question.
7. Choose “Let’s Sharing” menu.
The teacher can direct students to the “Let’s Sharing” menu in the Google Classroom.
The menu has provided questions that can be discussed by students based on the
topics that have been taught. Students can write their opinions or answers in the
comments column that has been provided. They can also discuss in the comments
column directed by the teacher.
8. Choose “Feedback” menu.
After doing the teaching and learning process, as the last step teachers and students
can go to the “Feedback” menu. There is a place for teachers and students to give
feedback on the media that have been used in the teaching and learning process. This
feedback is used as evaluation material for the media developer.
RIWAYAT HIDUP
yakni bapak I Nyoman Subada dan ibu Ni Made Sudiasih.
Penulis berkebangsaan Indonesia dan beragama Hindu.
Penulis beralamat di Desa Kerobokan, Kuta Utara, Badung,
Bali. Penulis menyelesaikan pendidikan sekolah dasar di SD
Negeri 4 Kerobokan dan lulus pada tahun 2010. Kemudian,
penulis melanjutkan pendidikannya ke SMP Negeri 1 Kuta
Utara dan lulus pada tahun 2013. Pada tahun 2016, penulis
lulus dari SMA Negeri 2 Mengwi jurusan IPA dan
melanjutkan ke jenjang S1 Program Studi Pendidikan Bahasa Inggris, Jurusan Bahasa Asing,
Fakultas Bahasa dan Seni, Universitas Pendidikan Ganesha pada tahun 2017. Pada tahun
2021 tepatnya di semester 8, penulis berhasil menyelesaikan skripsi dengan judul
“Developing Infographics as English Teaching Media for 7th Grade Students of Junior
High School”.