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PHASE A Y1-Y2PHASE B Y3-Y4PHASE C Y5-Y6
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Alur Tujuan PembelajaranA.1 menemukan beberapa informasi dari suatu percakapan lisan maupun teks visual sederhana yang dibacakan, didengarkan, atau dipirsa, melalui berbagai respon verbal maupun non verbal

A.2 menggunakan bahasa verbal sederhana dalam berinteraksi pada situasi sehari-hari secara sosial dalam lingkup keluarga dan kelas

A.3 menunjukkan pemahaman terhadap teks pendek dan sederhana, lisan dan tulisan yang didengarkan/dibacakan melalui respon non-verbal

A.4 membuat teks visual sederhana dalam merespon teks yang dibacakan dan didengarkan		B.1. mengidentifikasi beberapa informasi penting/inti dari percakapan sederhana dalam situasi sehari-hari secara sosial dalam lingkup keluarga dan kelas

B.2. menunjukkan pemahaman makna secara umum dari teks visual sederhana baik secara verbal sederhana maupun non-verbal

B.3. mengidentifikasi beberapa informasi penting/inti dari teks visual sederhana

B.4 memberikan respon yang sesuai terhadap informasi yang diberikan secara lisan dan tulisan dengan bantuan visual

B.5. menerapkan model kalimat yang sudah dipelajari ketika berinteraksi dalam situasi sehari-hari secara sosial dalam lingkup keluarga dan kelas

B.6 menyampaikan ide secara tertulis dalam teks sederhana dengan menggunakan kosa kata sehari-hari

C.1 mengidentifikasi seluruh informasi penting/inti dari percakapan sederhana dalam situasi sehari-hari secara sosial dalam lingkup keluarga dan sekolah

C.2 memberikan respon yang sesuai dengan penggunaan kalimat dalam suatu percakapan interaksi sosial yang familiar

C.3 membuat prediksi terhadap/menangkap makna suatu bacaan sederhana melalui melalui petunjuk visual maupun konteks

C.4 menjabarkan informasi penting/inti dari bacaan sederhana yang dikomunikasikan secara lisan maupun tertulis

C.5 menunjukkan pemahaman terhadap teks tertulis/digital sederhana melalui respon verbal dan/atau non-verbal yang sesuai

C.6 mengungkapkan kembali pemahaman terhadap teks tertulis/digital sederhana yang telah dibahas melalui berbagai respon

C.7 menyampaikan maksud, ide dan pengalaman secara lisan dengan intonasi dan pelafalan yang tepat

C.8 menyampaikan maksud, ide dan pengalaman secara tertulis dalam teks sederhana dengan memperhatikan organisasi ide, tanda baca, dan menggunakan kosa kata sesuai dengan topik yang dibahas
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Capaian PembelajaranA. Menyimak - Berbicara

By the end of Phase A, students use basic English to interact in social and classroom situations such as introducing themselves, sharing personal information, greeting and bidding farewell. They respond to simple instructions (with support from visual cues) with action-related language or answer to short, simple questions with simple words, phrases or sentences. They identify key points of information in visually supported oral presentations containing familiar vocabulary. They use visual texts to help them communicate.		Menyimak - Berbicara

By the end of Phase B, students use English to interact in a range of predictable social and classroom situations using certain patterns of sentences. They change/substitute some sentence elements to participate in classroom routines and learning activities such as expressing feelings, expressing needs and requesting help. They identify key points of information in visually supported oral presentations containing familiar vocabulary. Using visual cues, they follow a series of simple instructions related to classroom procedures and learning activities.		Menyimak - Berbicara

By the end of Phase C, students use English to interact in a range of predictable social and classroom situations using certain patterns of sentences. They change/substitute some elements of sentences to participate in learning activities such as asking simple questions, requesting clarification and seeking permission. They use some strategies to identify key information in most contexts such as asking a speaker to repeat or to speak slowly, or asking what a word means. They follow a series of simple instructions related to classroom procedures and learning activities.
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B. Elemen Membaca - Memirsa

By the end of Phase A, students respond orally to short, simple, familiar texts in the form of print texts read by teachers. They show understanding of texts being read to or pictures/illustration being shown, using non-verbal communication.

Membaca - Memirsa

By the end of Phase B, students understand everyday vocabulary with supports with pictures/illustration. They read and respond to a range of short, simple, familiar texts, in the form of print or digital text, including visual, multimodal or interactive texts.

Membaca - Memirsa

By the end of Phase C, students understand familiar and new vocabulary with support from visual cues or context clues. They read and respond to a wide range of short, simple, familiar texts in the form of print or digital texts, including visual, multimodal or interactive texts. They find basic information in a sentence and explain a topic in a text read or viewed.
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Belum menjadi fokus pembelajaranMenulis - Merepresentasikan

By the end of Phase B, students communicate their ideas and experience through drawings and copied writing. With teachers’ support, they produce simple descriptions and procedures using simple words/phrases and pictures. They use invented spelling in writing simple vocabulary related to their class and home environments.

Menulis – Mempresentasikan

By the end of Phase c, students communicate their ideas and experience through copied writing and their own basic writing, showing evidence of a developing understanding of the writing process. They demonstrate an early awareness that written texts in English are presented through conventions, which change according to context and purpose. With teachers’ support, they produce simple descriptions, recounts and procedures using certain patterns of sentences and modelled examples at word and simple sentence level. They show awareness of the need for basic punctuation and capitalization. They demonstrate knowledge of some English letter-sound relationships and the spelling of high-frequency words. In their writing, they use vocabulary related to their class and home environments, and use basic strategies, such as copying words or phrases from books or word lists, using images and asking how to write a word.
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