PEMERINTAH PROVINSI BALI

DINAS PENDIDIKAN
SMK NEGERI 1 NEGARA
Jln. Tanjung Raya, Baler Bale Agung, Negara, Jembrana, Kode Pos 82212
Telp (0365) 4546167 Fax (0365) 41241
eMail : smk1negara@yahoo.co.id
Website http://www.smkn1negar.sch.id

RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMK Negeri 1 Negara

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / GANJIL
Materi Pokok : Teks Deskriptif
Alokasi Waktu : 3 x 45 Menit

A. Kompetensi Inti

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan
menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural 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.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan.
B. Komptensi Dasar dan Indikator
Kompetensi Dasar Indikator Pencapaian Kompetensi
3.4 Membedakan fungsi sosial, struktur 3.4.1 Menganalisis contoh teks deskriptif
teks, dan unsur kebahasaan beberapa dengan memberi dan meminta
teks deskriptif lisan dan tulis dengan informasi terkait tempat wisata dan
memberi dan meminta informasi terkait bangunan bersejarah terkenal, pendek
tempat wisata dan bangunan dan sederhana, sesuai dengan konteks
bersejarah terkenal, pendek dan penggunaannya. (C4).
 sederhana, sesuai dengan konteks
penggunaannya.
3.4.2 Menemukan informasi terkait tempat
wisata dan bangunan bersejarah
terkenal, pendek dan sederhana,
sesuai dengan konteks
penggunaannya. (C4).

4.4.1 Menangkap makna secara kontekstual 4.4.4.1 Menyimpulkan informasi yang

terkait fungsi sosial, struktur teks, dan terdapat didalam teks deskriptif. (C5)
unsur kebahasaan teks deskriptif, lisan
dan tulis, pendek dan sederhana terkait
tempat wisata dan bangunan bersejarah
terkenal

C. Tujuan Pembelajaran
a. Peserta didik mampu menganalisis contoh teks descriptive tentang tempat bersejarah terkenal dengan
memberi dan meminta informasi terkait tempat wisata dan bangunan persejarah terkenal, pendek dan
sederhana, sesuai dengan konteks penggunaannya dengan tepat.
b. Peserta didik secara berkelompok mampu mengnalisis dua teks deskrptif yaitu “Prambanan Temple”
dan “Taj Mahal”.
c. Peserta didik mampu menyimpulkan informasi yang terkait dalam teks deskriptif tentang tempat
bersejarah terkenal yang berjudul “Prambana Tempel” dan “Taj Mahal” dengan tepat.

D. Materi Pembelajaran
a. Teks Descriptive
 Definisi  Descriptive Text (Describing things and places) is a text that describes about
things and places with specific ways.
 Social Function
 To give information about a particular entity by describing its features, history, and special
characteristics.
 To give information about things by describing physical attributes, behaviors, uses, etc.
 Language features
 Specific participant : has a certain object, is not common and unique (only one).
Example : Prambanan Temple
 Use of simple present tense
Example : Prambanan impresses many visitors from across the world.
 Use of action verbs.
Example : They come to visit and explore
  Use Adjective and Adverbs
Example : large (adj), located in Central Java, Indonesia (adv)

E. Metode Pembelajaran
Pendekatan : Pendekatan Saintifik

Model Pembelajaran : Problem Based Learning

Metode : Diskusi, tanya jawab, dan penugasan
F. Media Pembelajaran
Media : Teks Deskriptif, PPT, Google Class Room , LKPD.

Alat : Laptop, dan handphone.

G. Sumber Belajar
a. Buku Siswa Bahasa Ingris Kelas X Revisi Tahun 2017. Jakarta: PusatKurikulum dan
Perbukuan, Balitbang, Kemendikbud.

b. http://www.wordcliff.com/2017/05/contoh-descriptive-text-bahasa-inggris.html

C. https://www.bahasainggris.co.id/7-contoh-descriptive-text-tentang-place-dan-artinya/

D. Kegiatan
Pembelajaran
Pertemuan ke 1
Kegiat Sintak Pembelejaran dan Deskripsi Kegiatan Alokasi
an Waktu
Pendah Orientasi 1. Guru membagikan tautan google meet di classroom. 15 menit
ulan 2. Melakukan pembukaan dengan salam pembuka dan
berdoa untuk memulai pembelajaran. google meet
3. Peserta didik melakukan absensi di Google Classroom
4. Mengkondisikan peserta didik untuk siap belajar.

Apersepsi 5. Peserta didik bersama guru mengaitkan materi yang akan

dipelajari dengan pengalaman peserta didik saat
mempelajari materi sebelumnya.
6. Peserta didik mengajukan pertanyaan yang keterkaitannya
dengan pelajaran yang akan dilakukan.
 Motivasi 7. Memberikan gambaran tentang manfaat mempelajari
pelajaran yang akan dipelajari.
8. Guru menyampaikan indikator dan tujuan pembelajaran.

Pemberian 9. Guru menyampaikan cakupan materi pembelajaraan.

Acuan 10.Guru menyampaikan Kompetensi Dasar dan KKM
yangharus dicapai.
11.Guru Menjelaskan mekanisme pelaksanaan pembelajaran.
12.Guru menampilkan gambar terkait dengan deskriptif teks.

Inti 13. Peserta didik mengamati contoh teks deskriptive yang 110 menit
Orientasi berjudul “Prambanan Temple” yang ditampilkan
masalah
kepada melalui slide power point.
peserta didik
14. Peserta didik diberikan beberapa pertanyaan terkait
informasi yang terkandung dalam teks desktiptif
tentang tempat bersejarah terkenal yang berjudul
“Prambanan Temple”
Mengorganisa 15. Setelah pembagian kelompok dan peserta didik
sikan peserta
bersama kelompok melakukan diskusi tentang
didik untuk
belajar. struktur teks dan unsur kebahasaan dari teks deskriptif
tentang tempat bersejarah terkenal yang berjudul
“Prambanan Temple” dan “Taj Mahal”
16. Peserta didik bersama kelompoknya diberikan waktu
untuk untuk mendiskusikan permasalahan yang telah
diberikan.

Mengorganisa 17. Guru memfasilitasi peserta didik untuk menanyakan

sikan peserta
hal- hal yang belum dipahami terkait dengan teks yang
didik untuk
belajar. telah disampaikan sebelumnya.
18. Guru menanyangkan kembali slide sebelumnya sebagai
acuan untuk peserta didik dalam berdiskusi.
19. Peserta didik mendiskusikan hasil pengamatannya dan
mencatat fakta-fakta yang ditemukan tentang informasi
teks deskriptif.
Mengembangk
20. Peserta didik mempresentasikan hasil diskusi melalui
an dan
menyajikan tayangan slide.
hasil karya
21. Peserta didik menanggapi hasil diskusi dengan
mengajukkan pertanyaan terkait hasil diskusi yang
sedang dipresentasikan.
22. Peserta didik menanggapi pertanyaan dari temannya.
23. Guru sebagai fasilitator jalannya diskusi.
24. Beberapa peserta didik mengunggah hasil tugasnya di
Google Classroom
Menganalisis 25. Melalui google classroom pada forum diskusi
dan beberapa peserta didik menyampaikan hasil tugasnya
mengevaluas dengan mengunggah di forum diskusi.
i proses 26. Guru memberkan feedback terhadap materi yang
pemecahan dibahas melalui tatap maya dan forum yang tersedia di
masalah Google Classroom.
27. Guru mengevaluasi hasil diskusi melalu tatap maya
dan forum yang tersedia di Google Classroom.
28. Peserta didik merevisi hasil tugasnya berdasarkan
tanggapan temannya dan penguatan konsep yang
disampaikan oleh guru.
29. Peserta didik mengunggah kembali hasil pekerjaannya
melalui google classroom dengan batas waktu sesuai
dengan kesepakatan bersama.
30. Guru memberikan apresiasi atas partisipasi
semua pihak di kelas dengan menyampaikan di
geogle classroom.
 Penutu 31. Melalui Google Classroom peserta didik mencermati penyampaian guru 10 menit
di google classroom terkait tindak lanjut pembelajaran untuk pertemuan
p
selanjutnya.
32. Guru mengajak peserta didik berdoa di google classroom berupa
kata-kata untuk mengakhiri pembelajaran.

E. Teknik Penilaian (terlampir)

a. Teknik Penilaian
i. Penilaian Sikap : Observasi/pengamatan
ii. Penilaian Pengetahuan : Tes tertulis
iii. Penilaian Keterampilan : Unjuk Kerja/Praktik
b. Bentuk Penilaian
i. Observasi : lembar pengamatan aktivitas siswa
ii. Tes tertulis : uraian dan lembar kerja
iii. Unjuk kerja : lembar penilaian teks deskriptif
F. Pembelajaran Remedial dan Pengayaan

a. Remedial

Bagi peserta didik yang belum memenuhi Kriteria Ketuntasan Minimal (KKM) setelah melakukan
tes tertulis pada akhir pembelajaran, maka akan diberikan pembelajaran tambahan (Remidial
Teaching) terhadap IPK yang belum tuntas, kemudian diberikan tes tertulis pada akhir pembelajaran
lagi dengan ketentuan:
1) Soal yang diberikan berbeda dengan soal sebelumnya namun setara.
2) Nilai akhir yang akan diambil adalah nilai hasil tes terakhir. Peserta didik yang sudah tuntas
(KKM) dipersilakan untuk ikut bagi yang berminat untuk memberikan keadilan.
b. Pengayaan

Guru memberikan nasihat agar tetap rendah hati, karena telah mencapai Kriteria Ketuntasan
Minimal (KKM). Guru memberikan materi pengayaan berupa penajaman pemahaman dan
keterampilan memecahkan persoalan yang lebih komplek.

Jembrana, 2021

Mengetahui,
Kepala Sekolah, Guru Mata pelajaran,

(I Putu Wardana,S.Pd) (Agung Ayu Ketut Sri Oktarini, S.Pd)

NIP. 196611221990031004 NIP
BAHAN AJAR

viii
 TABLE OF CONTENT

Table of contents.................................................................................................… i
A. Introduction .............................................................................................… 1
1. Short description.................................................................................… 1
2. Relevance ............................................................................................… 1
3. Learning Guide...............................................................................……. 2
B. Main Section .............................................................................................… 2
1. Learning Outcomes....................................................................................… 2
2. Sub Learning Outcomes.............................................................................… 3
3. Material Description (Problem Based Learning) ......................................… 3
a) Definition of Descriptive Text ( Describing Things and Place) ........… 4
b) Social Function ............................................... ………………………. 4
c) Generic Structure ............................................... …………………….. 4
d) Language Features ............................................... …………………… 5
4. Task ............................................... ……………………………………….. 5
5. Discussion forum.......................................... ……………………………… 6
C. Closing .............................................................................................................… 7
1. Summary ...................................................................................................… 7
2. Formative Test...........................................................................................… 7
D Bibliography.....................................................................................................… 12

ix
 STRUCTURE OF TEACHING MATERIALS

A. Preliminary
1. Short Deskription
In the 2013 curriculum, learning is oriented towards students with develope various
appropriate learning methods and models, that leads student to think more or High Order
Thinking Skill. It actually related with empirical facts so they able to hone their skill and
creativity in problem solving. A serries of students learning activities should be
supported by teaching materials that facilities them in learning process.
In this gobalization era, english is one of the most important things that students have to
be mastered. Almost all Job need english, and also to connnect us with the world wide,
english is very necessary.
There are some parts of English that students have to be learned to make them easier to
mastering English well. They are English For Public Notice, English for Personal
Communication, English For Practical Use, English For Academic Context, English For
Entertaiment, and English For Social Communication. All of them have each Sub-part that
students need to be understood.
In this section I will discuss about English For Social Communication specially Sub-Part
Descriptive Text things and Places. Descriptive text things and places is a description of a
place based on reality apperiances. This is use to describe a famaous or familiar things or
places that people might be need to know. Descriptive text consist of three part of generic
structure they are, Identification, Description, and Conclusion. All of those elements will
be discussed deeply at section.
The important things why should students have to study Descriptive Text is to lead
students to be able to describe things and places that the asked to describe. This skill is
very important in dayly life and further more in their dayly work. Not only in tourism
sectore but also in office life.

2. Relevance
The explanation above show us and students how important the descriptive text
to be learned. Not only to full fil the learning process but also to prepare the students to
face their work life later. But, in dayly learning activities, students have some problems
in understanding this material. Some problems that students usually faced are:
1. Leak in vocabulary
2. Low level of understanding the written and implicit information of the text.
3. Student still hard to transfered their ideas in the written form because they don’t
know how to construct a good Descriptive text.
So by making this Teaching Materials, I as a techer hope that students are able to
solve their problems in learning descriptive text. So they able to apply it in ther learning
process and ther work life later.

10
 3. Learning Guide
To make studying this KB 2 easier, students need to pay atention to some points,
they are:
a. Students need to read the teaching material seriously, repeatedly and thoroughly.
b. Observing the examples shown in the teaching materials.
c. Find some the written and implicit information that available in the text.
d. Try to find more example and explanation from many resources such as internet,
book, and discussion with friends or teacher.
e. Do the practice test about descriptive text continually.
f. Try to apply this material in students’ dayly life.

B. Main Section
1. Learning Outcomes
Some achievement that students expected to be earned in this teaching materials
is that students are able to analyze and undestrand about the definition, social finction,
generic structure and linguistic elements of several short and simple oral and written
descriptive texts by giving and asking them some information related to tourist attractions and
famous historical buildings, according to their dayly life context.

a. Attitude
To internalize, uphold, and put into action religious, moral, and ethical values,
integrity, accountability, independence, tolerance, care, mutual respect, peace,
collaboration, and nationalism.
Taken by : Modul 3 English For Social Communication
b. Knowledge
1. To analyze the contextual differences and similarities between a number of
descriptive texts in regard to the social functions, by showing the evidence from
the texts (expressions, sentences, paragraphs, etc) in fluent and
lexicogrammatically accurate spoken and written English.

2. To analyze the contextual differences and similarities between a number of

descriptive texts in regard to the text structures, by showing the evidence from
the texts (expression, sentences, paragraphs, etc) in fluent and
lexicogrammatically accurate spoken and written English.
Taken by : Modul 3 English For Social Communication

c. Skill
a. To get detailed information of the descriptive texts with contextually
different social functions, text structures, and lexico-grammatical features
b. To make dinferences of the descriptive texts with contextually different
social functions, text structures, and lexico-grammatical features
c. To evaluate the descriptive texts with contextually different social functions,
text structures, and lexico-grammatical features
11
 d. To construct the descriptive texts with contextually different social functions,
text structures, and lexico-grammatical features.
Taken by : Modul 3 English For Social Communication

2. Sub Learning Outcomes

a. Students are able to practise reading descriptive texts with correct intonation, speech,
and word stress.
b. Students are able to analyze the examples of descriptive text about historical places
by giving and asking for implied and explicit information in the text.
c. Students are able to summerizing the information from the descriptive text entitled
“Prambanan Temple” and “Taj Mahal”.
Adoapted from Syllabus SMK 2019

3. Material Description (based on problem based learning)

1. Read the text below!

Candi Prambanan or Candi Rara Jonggrang is a nineth-century Hindu temple

located in Central Java, Indonesia, and dedicated to theTrimurti, the expression of God as
the Creator (Brahma), the Preserver (Vishnu) and the Destroyer (Shiva). The temple
compound is approximately 17 kilometres (11 mi) northeast of the city of Yogyakarta on
the boundary between Central Java and Yogyakarta provinces.
The temple compound which is considered as a UNESCO World Heritage Site, is
the biggest Hindu temple site in Indonesia. It is characterized by its height and point ed
architecture, and the towering 47-metre-high (154 ft) central building inside a large
complex of individual temples. Prambanan impresses many visitors from across the
world. It made Prambanan Temple become famouse araound the world.
Adapted from: https://www.bahasainggris.co.id/7-contoh-descriptive-text-tentang-place-dan-artinya/

2. After you’ve read the text, then answer the folloeing questions!
1). What is the text tell about?
2). What is the appropriate tittle of the text?

12
 3). Where is that building located?
4). What is the main idea of the second paragraph?
5). What kind of text it is?

a. Definition of Descriptive text

Descriptive Text (Describing things and places) is a text that describes about
things and places with specific ways.
Taken by : Modul 3 English For Social Communication
b. Social Function
 To give information about a particular entity by describing its features, history, and special
characteristics.
 To give information about things by describing physical attributes, behaviors, uses, etc.

c. Analyzing the generic structure of the descriptive text.

PRAMBANA
TEMPLE Tittle
Candi Prambanan or Candi Rara Jonggrang is
a nineth-century Hindu temple located in Central
Java, Indonesia, and dedicated to theTrimurti, the
expression of God as the Creator (Brahma), the Identification
Preserver (Vishnu) and the Destroyer (Shiva).
The temple compound is approximately 17
kilometres (11 mi) northeast of the city
of Yogyakarta on the boundary between Central Java
and Yogyakarta provinces.
The temple compound which is considered as
a UNESCO World Heritage Site, is the biggest Hindu
temple site in Indonesia. It is characterized by its
height and pointed architecture, and the towering 47- Description
metre-high (154 ft) central building inside a large
complex of individual temples. Prambanan impresses
many visitors from across the world. They come to
visit and explore it. It made Prambanan Temple
become famouse araound the world.

d. Language features
 Specific participant : has a certain object, is not common and unique (only
one).
Example : Prambanan Temple
13
  Use of simple present tense
Example : Prambanan impresses many visitors from across the world.
 Use of action verbs.
Example : They come to visit and explore
 Use Adjective and Adverbs
Example : large (adj), located in Central Java, Indonesia (adv)

C. Closing
1. Summary
a. Definition of Descriptive Text (Thing and Places)
Descriptive Text is a text that explains about what a person or an animal, is like.

b. Social Function
 To give information about a particular entity by describing its features, history, and
special characteristics.
 To give information about things by describing physical attributes, behaviors, uses,
etc.

c. Generic Structure
 Tittle
 Identification or General Statements. It introduces or identifies specific object
(things and places).
 Description. Describes or explains personality, qualities, or characteristics

d. Language Features
 Specific participant: has a certain object, is not common and unique (only
one).
 The use of simple present tense: The sentence pattern used is simple present
because it tells the fact of the object described.
 Action verb: verbs that show an activity.

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 2. Formative Text
Answer the following questions correctly by choosing A, B, C, or D!
This text is for question number 1 to 8.

Taj Mahal

Taj Mahal or The Taj is a well known architectural object in India for its finest design
which combine elements from India, Persian and Islamic architectural style. This historical
buildings was built on the south bank of the Yamuna river in Agra. It represents the story of
Eternal Love of the Mughal Emperor, Shah Jahan, to his dearest wife Mumtaz Mahal. In 1983
UNESCO place Taj Mahal into the list of World Heritage Site and consider it as “the jewel of
Muslim art in India and one of the universally admired masterpieces of the world’s heritage”.
Taj Mahal is a very large tomb made of ivory-white marble. The building looks like a
mosque, a place for a moslem to pray. Once we see it, we will get the impression that Islamic
architectural style is very strong in the building, starting with the wall and the calligraphy
decorations on it, a huge dome on top of the building along with 4 minarets on every corner of
the base walls. The dome is also made of marble with size nearly 35 meters and the top of it is
decorated with a lotus design. The minarets is also decorated with a very detailed lotus motif.
If we come from the main entrance, we will see a large pool in front of the building, this
pool is called the reflecting pool as it will reflect the image of The Taj to the sky. Once we enter
the building, we will find that there are more decorations on the inner wall. The tomb as the central
focus of the building is located at the lower level. The graves of Mumtaz Mahal and Shah Jahan
were positioned next to each other in a large room with Persian style decorations.
http://www.wordcliff.com/2017/05/contoh-descriptive-text-bahasa-inggris.html

1. What is the main idea of the first paragraph?

15
2. What is the purpose of the text?
3. Who built the Taj Mahal?
4. Why did The Mugal Emperor build it?
5. Where is the Taj Mahal exactly located?
6. What Taj Mahal actually is?
7. Where is the location of the pool?
8. What is the Synonime of word “tomb” in this text (second paragraph)?
9. to his dearest wife Mumtaz Mahal......(first paragraph line 4) what is the word “his”
reffers to?
10. What do you think about Mughal Emperor and his wife love story?

16
D. References
- Modul 3 English For Social Communication
- Syllabus SMK 2019
- https://www.bahasainggris.co.id/7-contoh-descriptive-text-tentang-place-dan-
artinya/
- //www.kuliahbahasainggris.com/descriptive-text-about-place/
- https://www.google.com/search?q=great+wall+of+china&tbm=
- http://www.wordcliff.com/2017/04/contoh-descriptive-text-tentang-great.html
- https://www.contohtext.com/2018/03/contoh-descriptive-text-singkat-about-
monas.html

17
Key Answers:

1. The Taj Mahal is a well known architectural object in India for its finest design.
2. The purpose of the text is to describe about Taj Mahal.
3. The Mughal Emperor.
4. The Mughal Emperor buit it to express his love to his lovely wife.
5. It is located on the south bank of the Yamuna river in Agra.
6. Taj Mahal is a tomb.
7. At the main enterance of the Taj Mahal.
8. The synonym of wword “tomb” is garve.
9. The Mugha Emperor.
10. The mughal Emperor had a very pure love to his wife. He loved his wife so much.

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MEDIA

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LKPD

37
 KUMPULAN LEMBAR KERJAPESERTA
DIDIK (LKPD)

DISUSUN OLEH:
NAMA : AGUNG AYU KETUT SRI OKTARINI
NO. UKG : 201503182201

MAHASISWA PPG DALAM JABATAN TAHUN 2020

UNIVERSITAS PENDIDIKAN GANESHA
ANGKATAN 3

38
 Kompetensi Dasar :
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
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.

Tujuan Pembelajaran :
a. Peserta didik mampu menganalisis contoh teks descriptive tentang tempat bersejarah terkenal
dengan memberi dan meminta informasi terkait tempat wisata dan bangunan persejarah
terkenal, pendek dan sederhana, sesuai dengan konteks penggunaannya dengan tepat.
b. Peserta didik secara berkelompok mampu mengnalisis dua teks deskrptif yaitu “Prambanan
Temple” dan “Taj Mahal”.
c. Peserta didik mampu menyimpulkan informasi yang terkait dalam teks deskriptif tentang
tempat bersejarah terkenal yang berjudul “Prambana Tempel” dan “Taj Mahal” dengan tepat.

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 LKPD 1

LEMBAR KERJA PESERTA DIDIK (LKPD)

Sekolah : SMKN 1 Negara

Mata Pelajaran : Bahasa Inggris
Semester : I (Ganjil)
Alokasi Waktu : 45 menit (1 Pertemuan Daring / 3JP)
Pertemuan ke- : 1 (Pertama)
Topik Pembelajaran : Describing Places (Historical Places)
Alat/Media/Sumber Pembelajaran :
- Alat : smartphone, laptop, personal computer, modem
- Media : WhatsApp Group, Google Classroom, Gmail, Google Meet
- Sumber :
Buku wajib Bahasa Inggris SMA/MA, SMK/MAK kelas X, Jakarta : KementerianPendidikan
dan Kebudayaan, 2014.
http://www.wordcliff.com/2017/05/contoh-descriptive-text-bahasa-inggris.html

IDENTITAS PESERTA DIDIK:

KELAS/JURUSAN : ……………………..
KELOMPOK : ……………………..
Ketua Kelompok : (Nama Lengkap/No Absen)
Anggota Kelompok : (Nama Lengkap/No Absen)
1. …………………………….
2. …………………………….
3. …………………………….
4. …………………………….
5. …………………………….

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 Instruction:
1. Please read the text below carefully and discuss with your group.

Prambanan tempel

Candi Prambanan or Candi Rara Jonggrang is a nineth-century Hindu temple located

in Central Java, Indonesia, and dedicated to theTrimurti, the expression of God as the Creator
(Brahma), the Preserver (Vishnu) and the Destroyer (Shiva). The temple compound is
approximately 17 kilometres (11 mi) northeast of the city of Yogyakarta on the boundary
between Central Java and Yogyakarta provinces.
The temple compound which is considered as a UNESCO World Heritage Site, is the
biggest Hindu temple site in Indonesia. It is characterized by its height and pointed architecture,
and the towering 47-metre-high (154 ft) central building inside a large complex of individual
temples. Prambanan impresses many visitors from across the world. It made Prambanan Temple
become famouse araound the world.
Adapted from: https://www.bahasainggris.co.id/7-contoh-descriptive-text-tentang-place-dan-artinya/

2. After you’ve read the text, then answer the folloeing questions!
1). Have you ever gone to that pace?
2). What is the text tell about?
3). What is the appropriate tittle of the text?

41
 4). Where is that building located?
5). What is the main idea of the second paragraph?
6). What kind of text it is?

I. Specific Information

A. Vocabulary BuildingInstruction:
Please find out some difficult words on the text and their similar meanings.

Text 1
1. ………………………… = …………………………..
2. ………………………… = …………………………..
3. ………………………… = …………………………..
4. ………………………… = …………………………..
5. ………………………… = …………………………..
6. ………………………… = …………………………..
7. ………………………… = …………………………..
8. ………………………… = …………………………..
9. ………………………… = …………………………..
10. ………………………… = ……………………………

B. Definition of Descriptive text

Descriptive Text (Describing things and places) is a text that describes about things and places with
specific ways.
Taken by : Modul 3 English For Social Communication

C. Social Function
 To give information about a particular entity by describing its features, history, and special
characteristics.
 To give information about things by describing physical attributes, behaviors, uses, etc.

42
D. Analyzing the generic structure of the descriptive text.

PRAMBANA TEMPLE
Candi Prambanan or Candi Rara Tittle

Jonggrang is a nineth-century Hindu temple located

in Central Java, Indonesia, and dedicated to Identification

theTrimurti, the expression of God as the Creator

(Brahma), the Preserver (Vishnu) and the Destroyer
(Shiva).
The temple compound is approximately 17
kilometres (11 mi) northeast of the city
of Yogyakarta on the boundary between Central Java
and Yogyakarta provinces.
The temple compound which is considered as
a UNESCO World Heritage Site, is the biggest
Hindu temple site in Indonesia. It is characterized by Description

its height and pointed architecture, and the towering

47-metre-high (154 ft) central building inside a large
complex of individual temples. Prambanan
impresses many visitors from across the world. They
come to visit and explore it. It made Prambanan
Temple become famouse araound the world.

E. Language features
 Specific participant : has a certain object, is not common and unique (only one).
Example : Prambanan Temple
 Use of simple present tense
Example : Prambanan impresses many visitors from across the world.
 Use of action verbs.
Example : They come to visit and explore
 Use Adjective and Adverbs
Example : large (adj), located in Central Java, Indonesia (adv)

43
INSTRUMEN
PENILAIAN

44
Nama Peserta didik: Kelas :

Skor
No Sikap Yang Dinilai
1 2 3 4
1 Berdoa sebelum dan sesudah kegiatan belajar
2 Memberi salam pada saat awal dan akhir kegiatan belajar
3 Bersyukur ketika berhasil mengerjakan tugas belajar
4 Memelihara hubungan baik dengan sesama umat ciptaan
TuhanYang Maha Esa
5 Berinisiatif dalam bahasan memecahkan masalah.
6 Memberi pendapat dalam bahasan pemecahan masalah.
7 Membantu sejawat dalam memecahkan masalah.
8 Menggunakan pilihan kata dengan santun
9 Menggunakan ekspresi dengan santun.
Skor yang diperoleh
Skor (skala 1 – 4)

A. Rubrik/ Pedoman Penskoran:

Contoh:

4 = selalu, apabila selalu melakukan sesuai pernyataan

3 = sering, apabila sering melakukan sesuai pernyataan dan kadang-kadang tidak

melakukan

2 = kadang-kadang, apabila kadang-kadang melakukan dan sering tidak melakukan

1 = tidak pernah, apabila tidak pernah melakukan

B. Pedoman Penilaian
Perhitungan skor konversi ke skala 1 – 4 menggunakan rumus: Nilai = skor
yangdiperoleh/skor maksimum x 4.\

2. Penilaian Pengetahuan

Table of Test Specification

45
 Kompetensi Dasar Indikator Soal Level Nomor Bentuk
Kognitif Soal Soal
3.4 Membedakan 3.4.3 Diberikan 1 gambar berisi C6 1,2,3,4,5, Uraian
fungsi sosial, teks deskriptif agar siswa bisa 6
struktur teks, dan menganalisis contoh teks
unsur kebahasaan deskriptif dengan
beberapa teks memberi dan meminta
deskriptif lisan dan informasi terkait
tulis dengan kegiatan sekolah/tempat
memberi dan kerja sesuai dengan
meminta informasi
konteks penggunaannya. (C4).
terkait tempat
wisata dan
bangunan
bersejarah terkenal,
pendek dan
sederhana, sesuai
dengan konteks
penggunaannya

Rubrik Penilaian dan Penskoran

Aspek Kriteria Skor Jumlah Soal Skor Maksimal

Kesesuaian Sangat Sesuai 3
Informasi Sesuai 2 1 3
Kurang Sesuai 1
Penulisan Sangat Sesuai 3
Sesuai 2 1 3
Kurang Sesuai 1
Pemilihan Sangat Sesuai 4
Kosa kata Sesuai 3 1 4
Kurang Sesuai 1
Total 3 10

46
 3. Penilaian Keterampilan

Kompetensi Dasar Indikator Soal Level Nomor Bentuk

Kognitif Soal Soal
4.4.1 Menangkap 4.4.4.1 Diberikan 1 gambar berisi C6 1,2,3,4,5, Uraian
makna secara teks deskriptif agar siswa 6,7,8,9,10
kontekstual dapat merangkum informasi
terkait fungsi yang terdapat didalam teks
sosial, struktur deskriptif.
teks, dan
unsur
kebahasaan
teks deskriptif,
lisan dan
tulis, pendek
dan sederhana
terkait tempat
wisata dan
bangunan
bersejarah
terkenal

a. Rubrik dan Skor Penilaian Keterampilan Membaca

Nama peserta didik: Kelas:

Skor
No. Aspek yang dinilai
1 2 3 4
1. Pronounciation

2 Intonation

3. Performance

Total Skor 12

Keterangan:
1= Pengucapan dan intonasi tidak jelas, performance terlihat gugup
2= Intonasi jelas, percaya diri namun pengucapan masih ada yang salah
3= Pengucapan sudah benar, penampilan tidak gugu namun intonasi suara
kurang lantang
4= Pengucapan benar, percaya diri dan suara lantang dan jelas terdengar

47
 b. Penilaian Presentasi

Nama Kelompok/peserta didik: Kelas:

No. Aspek yang Dinilai Baik Kurang baik

1. Organisasi presentasi (pengantar, isi, kesimpulan)
2. Isi presentasi
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

48
 c. Rubrik untuk Penilaian Unjuk Kerja

KRITERIA
AKTIVITAS
TERBATAS MEMUASKAN MAHIR
Melakukan Tidak jelas Beberapa kegiatan Semua kegiatan jelas
Observasi pelaksanaannya jelas dan terperinci dan terperinci
Lancar, topik jelas, Sangat lancar, topic
Tidak lancar, topik
dan susunan jelas, susunan
kurang jelas, paper
Presentasi paperboard cukup paperboard cukup
board tidak menarik
menarik dan cukup menarik dan cukup
dan tidak rapi
rapi rapi
Kurang lancar, fungsi Lancar mencapai
Membaca teks, fungsi
social tercapai, fungsi sosial, struktur
social kurang tercapai,
Melakukan struktur dan unsure lengkap dan unsur
ungkapan dan unsur
Monolog kebahasaan tepat dan kebahasaan sesuai,
kebahasaan kurang
kalimat berkembang, kalimat berkembang,
tepat, serta tidak lancar
serta ada transisi serta ada transisi

49
ALAT EVALUASI

KISI-KISI PENULISAN SOAL

50
 Sekolah : SMK Negeri 1 Negara
Mata Pelajaran : Bahasa Inggris
Materi : Teks Deskriptif
Kelas X
Jumlah Soal 3
Bentuk Soal : Isian

KOMPETEN IPK MATERI INDIKAT LEVEL NO BENTU

SI DASAR POKOK OR SOAL KOGNI SOAL K SOAL
TIF
3.4 Membedakan 3.4.1 Menganalis Deskriptif Disajikan C4 1,2,3,4,5,6,7 Isian
,8,9,10
fungsi sosial, is contoh teks satu teks
struktur teks, teks deskriptif
dan unsur deskriptif kemudian
kebahasaan dengan siswa
beberapa memberi diminta
teks dan untuk
deskriptif meminta menemuk
lisan dan informasi an
tulis dengan terkait informasi
memberi dan tempat terkait
meminta wisata dan yang
informasi bangunan terdapat
terkait bersejarah dalam
tempat terkenal, teks.
wisata dan pendek
bangunan dan
bersejarah sederhana,
terkenal, sesuai
pendek dan dengan
sederhana, konteks
sesuai penggunaa
dengan nnya. (C4).
konteks

51
penggunaann
ya.
3.4.2 Menemukan
informasi
terkait
tempat
wisata dan
bangunan
bersejarah
terkenal,
pendek dan
sederhana,
sesuai
dengan
konteks
penggunaan
nya. (C4).

52
 Formative Text
Answer the following questions correctly by choosing A, B, C, or D!
This text is for question number 1 to 8.

Taj Mahal

Taj Mahal or The Taj is a well known architectural object in India for its finest design
which combine elements from India, Persian and Islamic architectural style. This historical
buildings was built on the south bank of the Yamuna river in Agra. It represents the story of Eternal
Love of the Mughal Emperor, Shah Jahan, to his dearest wife Mumtaz Mahal. In 1983 UNESCO
place Taj Mahal into the list of World Heritage Site and consider it as “the jewel of Muslim art in
India and one of the universally admired masterpieces of the world’s heritage”.
Taj Mahal is a very large tomb made of ivory-white marble. The building looks like a
mosque, a place for a moslem to pray. Once we see it, we will get the impression that Islamic
architectural style is very strong in the building, starting with the wall and the calligraphy
decorations on it, a huge dome on top of the building along with 4 minarets on every corner of the
base walls. The dome is also made of marble with size nearly 35 meters and the top of it is
decorated with a lotus design. The minarets is also decorated with a very detailed lotus motif.
If we come from the main entrance, we will see a large pool in front of the building, this
pool is called the reflecting pool as it will reflect the image of The Taj to the sky. Once we enter
the building, we will find that there are more decorations on the inner wall. The tomb as the central
focus of the building is located at the lower level. The graves of Mumtaz Mahal and Shah Jahan
were positioned next to each other in a large room with Persian style decorations.
http://www.wordcliff.com/2017/05/contoh-descriptive-text-bahasa-inggris.html

1. What is the main idea of the first paragraph?

2. What is the purpose of the text?
3. Who built the Taj Mahal?
4. Why did The Mugal Emperor build it?
5. Where is the Taj Mahal exactly located?

53
6. What Taj Mahal actually is?
7. Where is the location of the pool?
8. What is the Synonime of word “tomb” in this text (second paragraph)?
9. to his dearest wife Mumtaz Mahal......(first paragraph line 4) what is the word “his”
reffers to?
10. What do you think about Mughal Emperor and his wife love story?

54