RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMAN 1 Morosi

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ Ganjil
Materi Pokok : Teks Deskriptif; Tempat Wisata dan Bangunan Bersejarah Terkenal
Alokasi Waktu : 2 Jam Pelajaran @45 Menit (pertemuan pertama)

A. Kompetensi Inti
• KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang dianutnya.Menghayati dan
mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai),
bertanggung jawab, responsif, dan pro-aktif dalam berinteraksi secara efektif sesuai dengan perkembangan
anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan
regional, dan kawasan internasional”.
• KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan
metakognitif berdasarkan rasa ingin tahunya 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
• KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif,
serta mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator

3.4 Membedakan fungsi sosial, struktur teks,
dan unsur kebahasaan beberapa teks
deskriptif lisan dan tulis dengan memberi
dan meminta informasi terkait tempat
wisata dan bangunan bersejarah terkenal,
pendek dan sederhana, sesuai dengan
konteks penggunaannya
3.4.1 Membedakan fungsi sosial, struktur tes dan unsur
kebahasaan dalam teks deskriptif
3.4.2 Menjelaskan informasi teks deskriptif terkait
tempat wisata dan bangunan bersejarah
terkenal, pendek, dan sederhana sesuai dengan
konteks penggunaannya

3.4.3 Menjabarkan secara lisan dan tulis tempat dan

bangunan bersejarah terkenal, pendek dan sederhana
sesuai dengan konteks penggunaan
4.4 Teks deskriptif 4.4.1 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

4.4.2 Menyusun teks deskriptif lisan dan tulis, pendek

dan sederhana, terkait tempat wisata dan bangunan
bersejarah terkenal, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan, secara benar dan
sesuai konteks

C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
1. Membedakan fungsi sosial, struktur tes dan unsur kebahasaaan teks deskriptif
2. Mengidentifikasi makna, fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif
sederhana lisan dan tulis tentang tempat wisata dan bangunan bersejarah sesuai dengan
penggunaannya.

D. Materi Pembelajaran
 ➢ Descriptive Text is a kind of text with a purpose to give information. The context of this kind of text is the
description of particular thing, animal, person, or others, for instance: our pets or a person we know well.
➢ The Social Function of Descriptive Text is to describe a particular person, place, or thing.
➢ The Generic Structure of Descriptive Text consists of Identification and Description.
• Identification: Identifies phenomenon to be described.
• Description: Describes parts, qualities, characteristics, etc.

➢ Topik
Deskripsi tempat wisata dan bangunan bersejarah yang dapat menumbuhkan perilaku yang termuat di KI

E. Metode Pembelajaran
1) Pendekatan : TPACK
2) Model Pembelajaran : Discovery learning, Problem Based Learning (PBL)
3) Metode : Tanya jawab, wawancara, diskusi dan bermain peran

F. Media Pembelajaran
1. Media
❖ Worksheet atau lembar kerja (siswa)
❖ Lembar penilaian

2. Alat/Bahan
❖ Penggaris, spidol, papan tulis
❖ Laptop & infocus

G. Sumber Belajar
❖ Bahan Ajar Descriptive Text for Senior High School, Grade X by Risnaeni M, S.PD
❖ Kamus Bahasa Inggris
❖ Pengalaman peserta didik dan guru

H. Langkah-Langkah Pembelajaran

Pertemuan Ke-1 (2 x 45 Menit)

1. Kegiatan Pendahuluan (10 Menit)
• Guru memberi salam
• Siswa bersama guru berdoa
• Guru mengecek kehadiran siswa
• Guru memberikan sedikit pengantar tentang materi pertemuan pertama dan memperlihatkan gambar/video
tentang text Descriptive.
• Siswa menebak jenis teks apakah yang sedang ditayangkan

2. Kegiatan inti (70 Menit)

• Siswa mendengarkan instruksi guru
• Siswa mengamati tayangkan gambar/foto/video yang berkaitan dengan descriptive text.
• Siswa mengamati tentang teks Descriptive terkait fungsi sosial, struktur teks, dan unsur kebahasaan melalui
gambar/foto/video
• Siswa menanyakan terkait fungsi sosial, struktur teks, dan unsur kebahasaan didalam teks descriptive yang
masih belum dimengerti.
• Siswa dibagi kedalam pair/ kelompok.
• Siswa secara berkelompok mengurutkan paragraf acak kedalam teks Descriptive yang baik dan benar.
• Siswa secara berkelompok menganalisis makna, struktur teks dan unsur kebahasaan yang ada pada text
descriptive.
• Siswa menyamapaikan tentang tempat-tempat wisata dan bersejarah terkenal dalam kelompoknya
• Siswa masing –masing kelompok melaporkan pada kelompok lain tentang tempat-tempat wisata terkenal dan
bersejarah yang telah dibuat oleh kelompoknya.

3. Kegiatan penutup (10 menit)

• Siswa melakukan refleksi terhadap kegiatan pembelajaran yang telah dilakukan. (Communicating)
• Siswa memmperhatikan informasi tentang rencana kegiatan pembelajaran untuk pertemuan berikutnya..
• Siswa dan guru mengucapkan salam penutup.
 Morosi, Mei 2021

Mengetahui,
Kepala SMAN 1 MOROSI Guru Mata Pelajaran

H. M. SUBUR, S.Pd. RISNAENI M., S.Pd.

NIP. 196102201984031009 NIP. 199002282015122001
Lampiran 1
DESCRIPTIVE TEXT

WHAT IS DESCRIPTIVE?

Descriptive Text is a kind of text with a purpose to give information. The context of this kind of text is the
description of particular thing, animal, person, or others, for instance: our pets or a person we know well.

It differs from Report which describes things, animals, persons, or others in general.

The Social Function of Descriptive Text is to describe a particular person, place, or thing.

(Linda Gerot, Peter Wignell,

'Making Sense of Functional Grammar',1994)

GENERIC STRUCTURE

The Generic Structure of Descriptive Text consists of Identification and Description.

• Identification: Identifies phenomenon to be described.

• Description: Describes parts, qualities, characteristics, etc.

(Jenny Hammond

English for Special Purposes', 1992)

LANGUAGE FEATURES

Descriptive often uses 'be' and 'have'. Tense which is often used is Simple Present Tense.

However, sometimes it uses Past tense if the thing to be described doesn't exist anymore.

Significant Grammatical Features:

- Focus on specific participants

(My English teacher, Andini's cat, My favourite place)

- Use of Simple Present Tense

Use of Simple Past Tense if Extinct.

- Verbs of being and having

“Relational Processes'.

(My mum is really cool, She has long black hair)

- Use of descriptive adjectives

(strong legs, white fangs)

- Use of detailed Noun Phrase to give information about the subject.

(a very beautiful scenery, a sweet young lady, very thick fur)

- Use of action verbs 'Material Processes'

(It eats grass, It runs fast)

- Use of adverbials to give additional information about behavior

(fast, at tree house)

- Use of Figurative language

(John is as white as chalk.)

 (Jenny Hammond

'English for Special Purposes', 1992)

A. 1. My cat is black. It is not fierce.

Is your cat also black?

2. There are two cats under the bed. Both are black.

Are they yours?

S + (to) be I + am

He/She/It + is

You/We/They + are

B. 1. I have a cat. I do not have a dog.

Do you have a dog?

2. Rini has a dog.

She does not have a cat.

Does your sister like dogs?

My sister likes dogs very much.

Who has a dog?

Rini does.

S + V1(-s/-es)

(+) I/You/We/They + V1

(-) I/You/We/They + do + not + V1

(?) Do + I/You/We/They + V1

(+)He/She/It + V1-s/-es

(-) He/She/It + does + not + V1

(?) Does he/she/it + V1

SIMPLE PAST TENSE

A. 1. Pussy was the name of my cat.

It was a beautiful cat.
It was not boring at all.
Unfortunately, it was dead yesterday.
2. There were two cats on the roof.
They were hungry.
Were they happy?
B. My brother kept a cat last year.
My brother did not keep a dog.
Did your brother keep a cat?
Yes, he did. / No, he did not.
Who kept a cat ?
My brother did.

S + was/were
I + was
He/She/It + was
You/We/They + were

(+) S + V2
(-) S + did + V1
(?) Did + S + V1

Example 1:

Example 2:

Sanur Beach (Pantai Sanur)

 Language features Have you ever spent text structure
your holiday in Bali? If
Focus on specific yes, you must know
participants (eg, sanur Sanur. It has a very
beach) beautiful beach. It is
Identification
Located in the Eastern
Use of Simple Present side of Bali. Sanur
Tense (eg, It has a very beach is easily
beautiful beach) reachable from
Denpasar as it is only a
Use of descriptive 5 to 10 minutes drive
adjectives (eg, white away.
sandy beach)

Use of detailed Noun Sanur is beautiful place

Phrase to give information to watch the sun rise
Descriptions
about the subject (eg, the over the water and to
sun rise over the water see boats anchored at
and to see boats) the shore. Its white
sandy beach is perfect
for swimming or
relaxing.
Lampiran 2

LEMBAR KERJA PESERTA DIDIK 1

Kelompok : ______________________________
Anggota : 1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________
Kelas : ______________________________

A. Let’s practice!

1. Check your grammar: true or false – the present simple

Circle True or False for these sentences about the present simple.

1. We use it for talking about permanent states or situations. True / False

2. We use it for things happening at the moment. True /False

3. We use it for general facts (e.g. scientific facts). True / False

4. We use it for talking about timetables (e.g. bus or lesson time tables). True / False

5. We use it for future plans. True/ False

2. Check your grammar: multiple choice – the present simple

Analyze the sentences below by underlying the best word to build a complete idea.

1. Jack go / goes to a film club on Wednesdays.

2. I love / loves reading in my free time.

3. They don’t / doesn’t usually see each other during the week.

4. The train leave / leaves at 6.30.

5. Do / Does Ollie play chess?

3. Check your grammar: gap fill – the present simple

Write the word in the correct form to fill the gaps.

1. Alfie ________________ in London. (live)

2. ________________ you go swimming a lot? (Do)

3. Sophie ________________ in Thailand today. (be)

4. We ________________ go to the same school. (do not)

5. I ________________ old black and white films. (hate)

B. Arrange every paragraph into a good narrative text

KOMODO ISLAND

The Komodo Island is also a part of Komodo National Park area, managed by
the Central Government. There is one village, called Komodo village, with a
population of over two thousand people. They live side by side with Komodo
dragons within the park. Most of them make a living by selling souvenirs,
guiding the tourists, and renting boats for tourists. Only a small percentage of
them work as a fisherman

The Komodo Island is one of few remaining areas which are inhabited by
Komodo dragons. They are endangered species and protected by the law in
Indonesia. They roam wild over the island. They may grow up to 3 meters long,
weigh up to 135 kg, and can live up to 100 years. Regularly, the park official
supply goat and pig carcasses to attract these giant lizards to viewing areas for
tourists. It is known that about 1,000 of the Komodo dragons live on the
Komodo Island and another 1,000 live on the neighboring island of Rinca.

The island of Komodo is a part of the Lesser Sunda chain of the Indonesian
islands. The island is particularly notable as the home of the giant monitor
lizard, often called the Komodo dragon. It lies on the Sape Strait between
Flores and Sumbawa islands and has an area of approximately 520 square km.

C. Determine The General structure

KOMODO ISLAND
 KUNCI JAWABAN

A. Let’s practice!

1. Check your grammar: true or false – the present simple

Circle True or False for these sentences about the present simple.
1. We use it for talking about permanent states or situations. True
2. We use it for things happening at the moment. False
3. We use it for general facts (e.g. scientific facts). True
4. We use it for talking about timetables (e.g. bus or lesson time tables). True
5. We use it for future plans. False

2. Check your grammar: multiple choice – the present simple

Analyze the sentences below by underlying the best word to build a complete idea.

1. Jack goes to a film club on Wednesdays.

2. I love reading in my free time.

3. They don’t usually see each other during the week.

4. The train leaves at 6.30.

5. Does Ollie play chess?

3. Check your grammar: gap fill – the present simple

Write the word in the correct form to fill the gaps.

1. Alfie _____lives___________ in London.

2. ________do________ you go swimming a lot?

3. Sophie ______is__________ in Thailand today.

4. We ___________dont_____ go to the same school.

5. I _________hate_______ old black and white films.

KOMODO ISLAND

Generic
A. Arrange Paragraph Skor
Stucuture
The island of Komodo is a part of the Lesser Sunda chain of the Indonesian
islands. The island is particularly notable as the home of the giant monitor
Identification 2
lizard, often called the Komodo dragon. It lies on the Sape Strait between
Flores and Sumbawa islands and has an area of approximately 520 square km.
The Komodo Island is also a part of Komodo National Park area, managed by
the Central Government. There is one village, called Komodo village, with a
population of over two thousand people. They live side by side with Komodo
dragons within the park. Most of them make a living by selling souvenirs,
guiding the tourists, and renting boats for tourists. Only a small percentage of
Description 2
them work as a fisherman

The Komodo Island is one of few remaining areas which are inhabited by
Komodo dragons. They are endangered species and protected by the law in
Indonesia. They roam wild over the island. They may grow up to 3 meters
long, weigh up to 135 kg, and can live up to 100 years. Regularly, the park
official supply goat and pig carcasses to attract these giant lizards to viewing Description 2
areas for tourists. It is known that about 1,000 of the Komodo dragons live on
the Komodo Island and another 1,000 live on the neighboring island of Rinca.
LAMPIRAN 4

LEMBAR PENILAIAN

1. Penilaian Sikap

a. Teknik penilaian : penilaian diri

b. Bentuk Instrumen Penilaian diri : lembar penilaian diri

No Nama
Tenggang Tanggung
Keterbukaan Kedisiplinan Kejujuran Kerjasama
rasa jawab

Keterangan :
A = Selalu konsisten
B = Konsisten
C = mulai konsisten
D = kurang konsisten
E = sangat kurang

2. Pengetahuan

Setiap jawaban peserta didik tentang Generic Structure dan Susunan teks yang benar adalah sebagai
berikut:
Tabel Penilaian Aspek Pengetahuan

Uraian Skor

Jawaban / urutan benar 2

Jawaban / urutan salah 1

Tidak menjawab 0

3. Penilaian Keterampilan

Penilaian Presentasi/Monolog

Nama peserta didik: ________ Kelas: _____

Kurang
No. Aspek yang Dinilai Baik
baik

1. Organisasi presentasi (pengantar, isi, kesimpulan)

2. Isi presentasi (kedalaman, logika)

3. Koherensi dan kelancaran berbahasa

4. Bahasa:

Ucapan

Tata bahasa

Perbendaharaan kata

5. Penyajian (tatapan, ekspresi wajah, bahasa tubuh)

Skor yang dicapai

Skor maksimum 10

Keterangan:
Baik mendapat skor 2
Kurang baik mendapat skor 1

Skor Penilaian
No. Huruf Rentang angka

1. Sangat Baik (A) 86-100

2. Baik (B) 71-85

3. Cukup (C) 56-70

4. Kurang (D) ≤ 55

Skor Penilaian

Skor Perolehan
Nilai Siswa = x 100
Skor Maksimal