Pokok Bahasan
DESCRIPTIVE TEXT
Materi
Oleh:
NURHAYATI
No.Peserta: 19076415710028
2019
RPP
(Rencana Pelaksanaan Pembelajaran)
K
KD Pengetahuan Ketrampilan
D
3.4 membedakan fungsi sosial, struktur teks, 4.4 Teks deskriptif
dan unsur kebahasaan beberapa teks 4.4.1 menangkap makna secara
deskriptif lisan dan tulis dengan memberi kontekstual terkait fungsi sosial, struktur
dan meminta informasi terkait tempat teks, dan unsur kebahasaan teks
wisata dan bangunan bersejarah terkenal, deskriptif, lisan dan tulis, pendek dan
pendek dan sederhana, sesuai dengan sederhana terkait tempat wisata dan
konteks penggunaannya bangunan bersejarah terkenal
C. Tujuan Pembelajaran
Melalui pembelajaran Discovery Learning tentang teks Descriptive maka siswa mampu
menentukan fungsi social teks, dan struktur teks descriptive, menjelaskan struktur teks
descriptive Tanjungputing National Park dan teks Taj Mahal, menganalisis unsur kebahasan
teks Tanjungputing National Park, menganalisis unsur kebahasan teks Taj Mahal,
membandingkan unsur kebahasan teks Tanjungputing National Park serta menangkap makna
secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif,
lisan dan tulis, pendek dan sederhana terkait tempat wisata dan bangunan bersejarah terkenal
D. Materi Pembelajaran
1. Descriptive Text
2. Social Function and Generic Structure
3. Language Feature
a. Vocabulary:
words related to characters and characterization as well as settings.
b. Grammar:
Simple past; past continuous; adverbs (e.g., once, one day, ever since that day)
Materi Pembelajaran
Descriptive Text
descriptive text adalah, "...... is a text which says what a person or a thing is like. Its purpose
is to describe and reveal a particular person, place, or thing." [teks yang menjelaskan
gambaran seseorang atau benda. Tujuannya adalah mengambarkan atau mengungkapkan
orang, tempat atau benda tertentu]
Ketika menulis descriptive text, ada beberapa susunan umum / generic structure (sebenarnya
tidak wajib) agar tulisan kita dianggap benar. Susunan tersebut adalah :
Identification : berisi tentang identifikasi sesuatu, baik makhluk hidup ataupun benda
mati yang akan dideskripsikan.
Language Features
Specific participant : memiliki obyek tertentu, tidak bersifat umum dan unik (hanya
ada satu)misalnya : bandengan beach, my house, borobudur temple, uncle Joko
Penggunaan adjective (kata sifat) untuk memperjelas noun (kata benda)
misalnya : a beautiful beach, a handsome man, the famous place in jepara dll
Penggunaan simple present tense : Pola kalimat yang digunakan adalah simple present
karena menceritakan fakta dari obyek deskripsi
Action verbs : terdapat kata kerja yang menunjukkan sebuah kegiatan (aktifitasnya
bisa dilihat) misalnya : run, sleep, walk, cut dll.
Sumber : http://www.englishindo.com/2015/07/contoh-descriptive-text.html#ixzz4oqaSgD24
Simple present tense adalah salah satu bentuk tenses yang digunakan untuk menyatakan
fakta (facts), kebenaran umum (general truth), kebiasaan (habit), situasi permanen
(permanent situation).
I am Indonesian.
I live in Bandung.
Beberapa penanda waktu dalam tense ini antara lain: often, always, every day, every morning,
twice a week, atautwice a month dll.
3. Ketiga, untuk membicarakan jadwal pasti/rencana tetap (fixed
plans/arrangements) yang berupa daftar jam/perjalanan (timetable)
Contoh kalimat:
Contoh kalimat:
Kalimat Positif
Pola: Pola:
Subject + to be (is/am/are) + adjective/noun Subject + verb 1 (-s/-es/ies) + object
Untuk subject he, she, dan it jangan lupa tambahkan akhiran -s/-es/-ies pada kata kerja.
Contoh: He/she teaches Englsih.
Kalimat Negatif
Pola: Pola:
Subject + to be (is/am/are) + NOT + Subject + do/does + NOT + verb 1 +
adjective/noun object
Kalimat Tanya
Pola: Pola:
To be (is/am/are) + subject + adjective/noun Do/does + subject + verb 1 + object?
Sumber : http://kelasbahasainggris.com/simple-present-tense-pengertian/
Text 1
VOCABULARY BUILDER
1. ecotourism
2. destination
3. peninsula
4. unlike
5. snout
6. enormous
PRONUNCIATION PRACTICE
(For the sound of the pronunciations of the words, see e-dictionary like
Longman – Dictionary of Contemporary English).
destination : /ˌdestɪˈneɪʃ ə n /
peninsula : / pɪˈnɪnsjələ /
unlike : / ʌnˈlaɪk /
snout : / snaʊt /
enormous : / ɪˈnɔːməs /
establish : / ɪˈstæblɪʃ /
heart : / hɑːrt /
impressive : / ɪmˈpresɪv /
ex-captive : / eks ˈkæptɪv /
preservation : / ˌprezəˈveɪʃ ə n /
amazing : / əˈmeɪzɪŋ /
Text 2
Taj Mahal
Taj Mahal, an epitome of love, is actually a mausoleum. Standing majestically on the
banks of River Yamuna, the Taj Mahal is synonymous to love and romance. Taj Mahal was
constructed by Mughal Emperor Shah Jahan in the memory of his beloved wife and queen.
The name “Taj Mahal” was derived from the name of Shah Jahan’s wife, Mumtaz Mahal,
which means crown of palaces.
Taj Mahal represents the finest architectural and artistic achievement. The ausoleum
was constructed of pure white marble. The white marble is inlaid with semi-precious stones
(including jade, crystal, lapis lazuli, amethyst and turquoise) that form the intricate designs.
Its central dome reaches a height of 240 feet (73 meters). The dome is surrounded by four
smaller domes. Four slender towers, or minarets, stand at the corners. Inside the mausoleum,
an octagonal marble chamber adorned with carvings and semi-precious stones house the false
tomb of Mumtaz Mahal. Her actual remains lie below, at garden level.
Taj Mahal shows shades of magnificent beauty at different time during the day. At
dawn when the first rays of the sun hits the dome of this epic monument, it radiates like
a heavenly pinkish palace. At daytime, when the sky is bright and clear, the Taj looks milky
white. At a moonlit night when the full moon rays fall on the glistening white marble, the
cool moon rays reflect back from the white marble and give the Taj Mahal a tinge of blue
color. It’s simply breathtaking! With such beauty, no wonder that Taj Mahal becomes one of
the the Seven Wonders of the World.
Grammar Riview
Nouns and Adjectives
When describing, writers use many noun phrases in trying to make readers get the mental
picture of what is being described. As you know, noun is a thing, a place, or a person, an
animal, while adjective is a word that describes a noun. An adjective that describes a noun is
called a modifier. A noun that goes with a modifier is called a noun phrase. Observe where
the position of the modifier is.
For example:
Adjective Noun Noun Phrase
beautiful bird beautiful bird
unique monkey Unique monkey
Enormous nose enormous nose
tives nouns noun phrases
F. Media Pembelajaran
-PPT
G. Kegiatan Pembelajaran
1. Kegiatan Pendahuluan
Langkah-langkah kegiatan AW
15
a. Memberi salam
b. Berdoa
c. Mengecek kehadiran
d. Mengkondisikan siswa untuk bersama-sama membaca kamus bahasa inggris
e. Mengingatkan kembali kepada siswa mengenai pembelajaran minggu yang lalu
f. Memotivasi siswa untuk belajar dengan baik
2. Kegiatan Inti
b. Memberikan Stimulus dan memotivasi siswa untuk bertanya 60
Meyajikan kepada kepada siswa mengenai permaslahan yang berkaitan dengan
masalah yang akan dibahas, Contoh stimulus yang diberikan dan merangsang
siswa untuk bertanya adalah sebagai berikut:
Membangun kreatifitas
a. Siswa bersama kelompok mengidentifikasi masalah :
1. Kelompok 1 Menentukan fungsi social teks Tanjungputing National Park dan
teks Taj Mahal
2. Kelompok 2 Menjelaskan struktur teks descriptive Tanjungputing National Park
dan teks Taj Mahal
3. Kelompok 3 Menjelaskan struktur teks descriptive Tanjungputing National Park
dan teks Taj Mahal
4. Kelompok 4 Menganalisis unsur kebahasan teks Tanjungputing National Park
5. Kelompok 5 Membandingkan unsur kebahasan teks Tanjungputing National
Park dengan teks Taj Mahal
2. Mengumpulkan Data
a. Siswa bersama kelompok diskusi mengumpulkan data berupa informasi-
informasi yang terkait dengan masalah yang harus di analisis baik dari buku
paket maupun dari sumber yang lain internet
b. Selama siswa berdiskusi dengan kelompoknya, guru sebagai fasilitator
mendorong siswa untuk aktif terlibat dalam diskusi dan menanggapi jika ada
kesulitan yang dihadapai oleh kelompok
3. Memverifikasi Data
a. Setelah siswa berhasil megumpulkan data-data yang terkait dengan masalah
siswa melakukan verifikasi data dengan mengambil informasi-informasi yang
sesuai dengan permasalahan
4. Menyimpulkan
a. Siswa bersama kelompok menyimpulkan hasil verivikasi dengan
menyimpulkan hasil diskusi
melakukan kolaborasi dan komunikasi dengan Menggunakan kemampuan yang
dimilikinya untuk berusaha menyampaikannya dengan bahasa lisan sesuiai
dengan konten dan konteks hasil dari diskusi
3. Kegiatan Penutup
a. Menyimpulkan pembelajaran secara bersama 15
b. Merefleksi hasil pembelajaran
c. Menyampaikan rencana pembelajaran selanjutnya
PENILAIAN
1. Penilaian
Teknik Waktu
No Aspek yang dinilai
Penilaian Penilaian
1. Sikap Pengamatan Selama
pembelajaran
a. Disiplin dalam pembelajaran Jujur dalam dan saat
kegiatan kelompok. diskusi
2. PENILAIAN PENGETAHUAN
Text 1
TANJUNG PUTING NATIONAL PARK
Tanjung Puting National Park is an internationally famous ecotourism destination, which is
located in the southwest of Central Kalimantan peninsula. Visitors from foreign countries
come to this park because of its amazing nature. This is called a park, but unlike any park that
you have seen in your city, this is a jungle! It is a real jungle, which is home to the most
interesting animal in the world: orangutans. Though the park is home to many animals, seeing
orangutans is usually the visitors’ main reason to visit the park.
Orangutans, which literally mean the man of the forest, are the largest arboreal animal on the
planet. Most of their lives are spent in trees where orangutans travel from branch to branch by
climbing or swinging with their long arms. To see orangutans, we should go to Camp Leakey,
which is located in the heart of Tanjung Puting National Park. Camp Leakey is a
rehabilitation place for ex-captive orang utans and also a preservation site. It is also a famous
center for research about orangutans which has been conducted by the famous primatologist
Dr. Birute Galdikas since 1971. Here visitors can see daily feedings to orangutans at jungle
platforms as part of the rehabilitation process to their natural habitat.
This event gives them opportunity to see orangutans up close. To reach the place, we should
take
a boat down Sekonyer river. The boat is popularly called perahu klotok which is a boathouse
that can accommodate four people. The trip by the boat to Camp Leakey takes three days and
two nights. You sleep, cook, and eat in that klotok, night and day during your journey into the
jungle.
The traveling in the boat offers an unforgettable experience. In daylight, on your way to
Camp Leakey, you can see trees filled with proboscis monkeys, monkeys that have enormous
snout which can only be found in Kalimantan. The monkeys anxiously await klotok arrivals.
A troop of 30 light-brown monkeys may plunge from branches 10 meters or higher into the
river and cross directly in front of the boat. These monkeys know that the boat’s engine noise
and the threat of its propeller scare crocodiles, which find these chubby monkeys delicious.
At night, you can enjoy the clear sky and the amazingly bright stars as the only lights for the
night. With such exotic nature, no wonder many tourists from foreign countries who love
ecotourism frequently visit Tanjung Puting NationalnPark. What about you?
Text sources: (1) https://www.lonelyplanet.com/indonesia/tanjung-putingnational-
park/sights/natural-parks-forests/tanjung-puting-national-park (2) www.
Indonesian.travel.com; (3) www. Exploguide.comr the following questions:
Ta
A
Answer the following questions briefly.
1. Based on the text, can you guess what ecotourism is? Give some
examples of other ecotourism destinations.
2. As one of ecotourism destinations, what does Tanjung Puting National Park offer to
tourists?
3. How is the park different from the parks in cities?
4. How is Camp Leakey related to Tanjung Puting National Park?
5. How can people reach Camp Leakey?
6. What is special about the means of transportation to Camp Leakey.
7. What do you think is the most interesting scene in Tanjung Puting National Park?
8. How important is the research by Dr. Birute Galdikas?
9. What is the author’s purpose in writing this text?
10. What is the most dominant tense used in this text?
Kunci Jawaban
Comprehension Question
The answer to the question before the text depends on the students’ answers, such as
interesting, boring, important place, and so forth. All answers are correct as long as the
students can give the reason.
1. Ecotourism is a kind of tourism in which tourist visit pristine, undisturbed natural areas.
Some of the purposes of ecotourim is to educate the visitors about nature preservation and to
provide funds for ecological conservations.
For more information about this go to http://en.wikipedia.org/wiki/
The answer depends on the students’ opinion. All answers are correct depending on their
reasons).
Some examples of ecotourism: visiting Raja Ampat in Papua or going snorkeling or scuba
diving in Bunaken.
2. Tanjung Puting National Parks offers an impressive experience of living in a small boat
and going into the jungle, meeting with orang utans, and seeing proboscis monkeys.
3. Parks in cities are man-made. Tanjung Puting National Park is a jungle.
4. Camp Leaky is located in the Tanjung Puting National Park.
6. Visitors can reach Camp Leaky by taking a small boat or perahu klotok.
7. The major means of transportation to Camp Leaky is a small boat. This boat also serves as
‘hotel’ in which tourists sleep, cook, and eat, and enjoy the sight and sound of the jungle.
9. (The answer depends on the students’ opinion. All answers are correct depending on their
reasons).
10. The result of research about orangutans can be used to help preserve orangutans to protect
them from being extinct.
11. The author describes the place to inform other people about the beauty of the place to
make them interested and finally visit the place.
13. Simple present tense. Another dominant language feature is noun phrases.
2) Pembelajaran remedial dilaksanakan secara individu dengan pemanfaatan tutor sebaya oleh
teman sekelas yang memiliki kecepatan belajar lebih, memperhatikan prestasi akademik yang
dicapai. Melalui tutor sebaya diharapkan peserta didik yang menempuh pembelajaran akan lebih
terbuka dan akrab.
b. Program Pembelajaran Pengayaan
Program pembelajaran pengayaan dilaksanakan bagi peserta didik yang telah mencapai KKM
dengan belajar mandiri untuk lebih mendalami dan pengembangan materi.
c. Hasil Penilaian
1) Nilai remedial yang diperoleh diolah menjadi nilai akhir.
2) Nilai akhir setelah remedial untuk aspek pengetahuan dihitung dengan mengganti nilai
indikator yang belum tuntas dengan nilai indikator hasil remedial, yang selanjutnya diolah
berdasarkan rerata nilai seluruh KD.
3) Nilai akhir setelah remedial untuk aspek keterampilan diambil dari nilai
optimal KD.
4) Penilaian hasil belajar kegiatan pengayaan tidak sama dengan kegiatan pembelajaran biasa,
tetapi cukup dalam bentuk portofolio, dan harus dihargai sebagai nilai tambah (lebih) dari peserta
didik yang normal.
Program Remedial dan pengayaan