LEMBAR KERJA MODUL AJAR

MODUL AJAR

A. INFORMASI UMUM
1. IDENTITAS MODUL
Nama penyusun : John Hendry
Institusi : SMA Negeri 1 Lubuksikaping
Tahun Ajaran : 2022/2023
Jenjang sekolah : SMA
Kelas :X
Alokasi waktu : 2 X 30 Menit

2. KOMPETENSI AWAL
Peserta didik mengetahui kosa kata yang berkaitan dengan karangan deskriptif,
mengetahui kata sifat dan kata benda, dan penggunaan action verb serta simple
present tense

3. PROFIL PELAJAR PANCASILA

• Beriman, bertakwa kepada Tuhan YME, dan Berakhlak Mulia
• Berkebhinekaan Global
• Kreatif
• Santun,
• percaya diri,
• kritis

4. SARANA DAN PRASARANA

• Laptop/komputer,
• Video/Audio,
• HP
• Jaringan Internet
• Speaker

5. TARGET PESERTA DIDIK

Reguler

6. MODEL PEMBELAJARAN
Blended Learning

B. KOMPONEN INTI
1. TUJUAN PEMBELAJARAN :
a. Menganalisis fungsi sosial teks deskriptif dengan memberi dan
memintainformasi terkait tempat wisata dan bangunan bersejarah terkenal
tentangtujuan dan dampak.
b. Menganalisis struktur teks deskriptif dengan memberi dan memintainformasi
terkait tempat wisata dan bangunan bersejarah terkenal tentangdeskripsi
tempat, aktivitas, fasilitas dsb.
c. Menganalisis unsur kebahasaan teks deskriptif terkait tempat wisata dan
 bangunan bersejarah terkenal tentang penggunaan adverbia terkait sifat seperti
quite, very, extremely, dst dan kalimat deklaratif/interogatif dalam tense yang
benar.
d. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks
deskriptif terkait tempat wisata dan bangunan bersejarah terkenal.
e. Menangkap makna teks deskriptif terkait tempat wisata dan bangunan
bersejarah terkenal tentang fungsi sosial, struktur teks,dan unsur kebahasaan.

2. PEMAHAMAN BERMAKNA :
a. Kemampuan mengingatdan menggunakan banyakkosakata dalam kehidupan
sehari-hari dapat lebih diingat sepanjang masa
b. Berkomunukasi dengan bahasa Inggris secar alangsung dapat melatih
percayadiri dan mengembangkan kemampuanberbicara.
c. Keterampilan menuliskan penggambaran tempat wisata bersejarah yang lebih
dekat dengan peserta didik dapat lebih mengeksplorasi idenya dalam menulis

3. PERTANYAAN PEMANTIK :
a. Do you know what the pictures are? (menunjukkan gambar tempat wisata
bersejarah)
b. Where is it?
c. Which one do you like most?
d. How do you know about it / How do you describe it?

4. PERSIAPAN PEMBELAJARAN :
a. Guru menyiapkan modul ajar, laptop, koneksi internet, aplikasi pembelajaran
yang mendukung.
b. Memastikan siswa sudah siap belajar

5. KEGIATAN PEMBELAJARAN :
Pendahuluan:
 Melakukan pembukaan dengan salam pembuka dan berdoa.
 Menyampaikan tujuan pembelajaran pertemuan hari ini.
 Apersepsi materi yang akan disampaikan

Kegiatan Inti:
 Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian pada
topik materi :konteks penyampaian informasi terkait tempat wisata dan bangunan
bersejarah.
 Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi
sebanyak mungkin pertanyaan yang berkaitan dengan materi : konteks
penyampaian informasi terkait tempat wisata dan bangunan bersejarah
 Mengamati dengan seksama materi : konteks penyampaian informasi terkait
tempat wisata dan bangunan bersejarah, dalam bentuk gambar/video/slide
presentasi yang disajikan dan mencoba menginterprestasikannya
 Mencari dan membaca berbagai referensi dari berbagai sumber guna
menambah pengetahuan dan pemahaman tentang materi : konteks
penyampaian informasi terkait tempat wisata dan bangunan bersejarah
  Mengajukan pertanyaan berkaiatan dengan materi : konteks penyampaian
informasi terkait tempat wisata dan bangunan bersejarah
 Berdiskusi tentang data dari materi : konteks penyampaian informasi terkait
tempat wisata dan bangunan bersejarah.
 Peserta didik mengerjakan beberapa soal mengenai materi : matekonteks
penyampaian informasi terkait tempat wisata dan bangunan bersejarahri.

Kegiatan Inti:
 Menyampaikan hasil diskusi tentang materi : konteks penyampaian informasi
terkait tempat wisata dan bangunan bersejarahberupa kesimpulan berdasarkan
hasil analisis secara lisan, tertulis, atau media lainnya untuk mengembangkan
sikap jujur, teliti, toleransi, kemampuan berpikir sistematis, mengungkapkan
pendapat dengan sopan
 Mempresentasikan hasil diskusi kelompok secara klasikal tentang materi :
konteks penyampaian informasi terkait tempat wisata dan bangunan bersejarah.
 Mengemukakan pendapat atas presentasi yang dilakukan tentang materi :
konteks penyampaian informasi terkait tempat wisata dan bangunan
bersejarahdan ditanggapi oleh kelompok yang mempresentasikan
 Bertanya atas presentasi tentang materi : konteks penyampaian informasi terkait
tempat wisata dan bangunan bersejarahdan peserta didik lain diberi kesempatan
untuk menjawabnya.

6. ASESMEN :
1. Penilaian Formatif
2. Penilaian Sumatif dalam bentuk writing

7. PENGAYAAN DAN REMEDIAL :

a. Pengayaan
Melakukan penilaian praktik
b. Remedial
o Melakukan penilaian praktik
o Penugasan menggunakan google classroom dan informasi di internet

8. REFLEKSI PESERTA DIDIK DAN GURU

a. Apakah kamu suka dengan kegiatan pembelajaran ini?
b. Adakah hal menarik lainnya?
c. Cara belajar yang bagaimana yang paling membantumu dalam mempratekkan
pembelajaran?
d. Kesulitan apa saja yang kamu temui dalam belajar teks deskriptif ini?
e. Apakah kamu menemukan kesulitan dalam memahami instruksi/ perintah?
C. KOMPONEN LAMPIRAN

Lampiran 1 : (MATERI)

Text 1

The Taj Mahal is a white marble mausoleum recognised as 'the

jewel of Muslim art in India'. It is regarded as one of the finest
examples of Mughal architecture – an amalgamation of Persian,
Turkish and Indian styles.

The most impressive in the Taj Mahal complex next to the tomb,
is the main gate, which stands majestically in the centre of the
southern wall of the forecourt. The gate is flanked on the north
front by double arcade galleries. The garden in front of the galleries is subdivided into
four quarters by two main walkways and each quarters in turn subdivided by the
narrower cross-axial walkways, on the Timurid-Persian scheme of the walled in garden.
The enclosure walls on the east and west have a pavilion at the centre.

The Taj Mahal is a perfect symmetrical planned building, with an emphasis of bilateral
symmetry along a central axis on which the main features are placed. The building
material used is brick-in-lime mortar veneered with red sandstone and marble and inlay
work of precious/semiprecious stones. The mosque and the guest house in the Taj
Mahal complex are built of red sandstone in contrast to the marble tomb in the centre.
Both the buildings have a large platform over the terrace at their front. Both the mosque
and the guest house are the identical structures. They have an oblong massive prayer
hall consist of three vaulted bays arranged in a row with central dominant portal. The
frame of the portal arches and the spandrels are veneered in white marble. The
spandrels are filled with flowery arabesques of stone intarsia and the arches bordered
with rope molding.
The Taj Mahal is located on the right bank of the Yamuna River in a vast Mughal
garden that encompasses nearly 17 hectares, in the Agra District in Uttar Pradesh. It
was built by Mughal Emperor Shah Jahan in memory of his wife Mumtaz Mahal with
construction starting in 1632 AD and completed in 1648 AD, with the mosque, the
guest house and the main gateway on the south, the outer courtyard and its cloisters
were added subsequently and completed in 1653 AD. The existence of several
historical and Qur’anic inscriptions in Arabic script have facilitated setting the
chronology of Taj Mahal.

Text 2

Tongkonan is the traditional ancestral house, or

Rumah adat of the Torajan people, in South Sulawesi,
Indonesia. Tongkonan have a distinguishing boat-
shapedand oversized saddleback roof. Like most
ofIndo's Austronesian-based traditional architecture
tongkonan are built on piles. The construction of
Tongkonan is laborious work and it is usually built with
the help of all family members or friends. In the
original Toraja society, only nobles had the right to build tongkonan. Commoners live in
smaller and less decorated homes called ba Tongkonan are customarily built facing
north-south. Dominating the entire structure is the saddleback roof with gables that are
dramatically upswept. The internal space is small in comparison with the overwhelming
roof structure that covers it. Interiors are typically cramped and dark with few windows,
however, most of daily life is lived outside the homes, with interiors simply intended for
sleeping, storage, meetings and occasionally protection.

A large tongkonan can take a crew of ten about three months to build and another
month to carve and paint the outside walls. Bamboo scaffold is erected for the duration
of the construction phase. Traditionally tongue and groove joinery has been used
without the need for nails. A number of components are pre-fabricated with final
assembly in-situ. Although built on a log cabin-style sub-structure, tongkonan are set
on large vertical wooden piles with mortises cut into their ends to grasp the horizontal
tie beams. The tops of the piles are notched for the longitudinal and transverse beams
that support the upper structure. The remainder of the sub-structure is assembled in-
situ. The transverse beams are fitted into the notched piles, and then notched to fit the
longitudinal beams. Sidepanels, which are often decorated, are then formed on these
main horizontal beams. The distinctive curved roof shape is obtained through a series
of vertical hanging spars supporting upwardly angled beams. A vertical free-standing
pole supports that portion of the ridge pole extending beyond the ridge purlin. Bamboo
staves bound with rattan are assembled transversely in layers and tied longitudinally to
the rafters forming the roof. The under roofing is of bambooculm. Wooden boards laid
over thick hardwood joists form the floors. Nowadays, zinc roofing sheets and nails are
increasingly used.

The tongkonan at Ke'te' Kesu' is reputed to be 500 years old; too old to trace a direct
descendant from the founder to maintain the title that goes with the house. The
buildings themselves, however, are constantly maintained and renewed, thus this age
refers to the length of time years for which that particular site has been used as a
meeting place.

Questions:
a. What is the text about?
c. Who might be interested in reading this text?
d. What is the purpose of writing each text?
e. What is the benefit of reading this text?
f. What does paragraph 2 mainly talk about?
g. Mention 3 words from the text that you is not familiar for you!

Definisi Descriptive Text

Descriptive text adalah suatu teks yang menjelaskan atau mendeskripsikan orang,
hewan atau benda. Penjelasan atau deskripsi ini meliputi bentuk, sifat, jumlah, dan
lain-lain.

o Tempat (kota, pantai, tempat terkenal, dsb)

o Orang (orang terkenal seperti artis dan penemu atau orang di sekitarmu)
o Benda (buku favorit, jam, laptop, dan benda lainnya)
o Hewan (hewan peliharaanmu, hewan temanmu, kucing liar di dekat rumahmu,
dsb)
Struktur Descriptive Text

Identification (identifikasi): gambaran umum tentang suatu topik.

Bagian ini biasanya ada di paragraf awal. Struktur descriptive text ini bertujuan
untuk menjabarkan apa yang akan dibicarakan di paragraf tersebut. Makanya baru
berupa informasi general.

Misalnya membuat contoh descriptive text tentang tempat. Bagian identification

bisa tentang di mana letak tempat tersebut, berada di negara apa, atau daerah apa.

Tapi perlu diingat ya bagian ini penjelasanya belum spesifik, hanya pengenalan
dengan tempat tersebut. Penjelasannya cuma informasi umum ya.

Description (deskripsi): penjelasan berisi ciri-ciri khusus yang dimiliki benda,

tempat, atau orang yang dideskripsikan.
Nah, di bagian ini baru spesifik ya pembahasannya. Bisa deskripsikan objek yang di
pilih dengan lebih detail.

Kalau mau mendesprisikan gunung misalnya, bisa membahas tentang

ketinggiannya, jaraknya hingga temperatur saat berada di situ. Bisa juga
menambahkan informasi tambahan seperti aktivitas apa aja yang bisa dilakukan di
situ.

Untuk bagian ini kita bisa memakai 5 panca indera untuk membuat descriptive text.
Kita bisa menulis tentang apa yang kita lihat di sana atau indera perasa kita buat
menggambarkan suhu di tempat tersebut.

Balik lagi ke apa tujuan dari descriptive text ya. Pembaca tentunya harus bisa ikut
membayangkan apa yang dideskripsikan. Nah, 5 panca indera kita tadi bisa jadi
panduannya.

Language Features Descriptive Text

Selain struktur descriptive text, kita perlu tahu juga tentang language feature-nya
atau karakteristiknya. Apa saja? Yuk, lihat di bawah ini.

Specific participant: memiliki objek tertentu, tidak bersifat umum dan unik (hanya
ada satu). Misalnya: Uncle Jack, Borobudur Temple.
Penggunaan adjective (kata sifat) untuk memperjelas noun (kata benda). Misalnya:
a handsome man, a beautiful woman.

Penggunaan simple present tense: Pola kalimat yang digunakan adalah simple
present karena menceritakan fakta dari objek yang dideskripsikan.
Action verbs: terdapat kata kerja yang menunjukkan sebuah kegiatan (aktivitasnya
dapat dilihat). Misalnya: run, walk, cut, etc.
 Lampiran 2 : LKPD (Students’ Assignments)

LKPD
(Lembar Kerja Peserta Didik)

A. The descripton of two history places

Cara Kerja:
What are physically differences between Taj Mahal and Tongkonan and write a
description text with a tleast150 words about one of those history places. After you
have accomplished your work then present it with your group!

B. Berkontribusi dalam persiapkan materi yang didiskusikan, mendengarkan dengan

aktif, dan menanggapi penjelasan teman diskusi dengan relevan dan kritis.

CaraKerja:
Tuliskan deskripsi uraian kontribusi dalam mempersiapkan diskusi:

No KontribusiDiskusi
Persiapan Materi Mendengar dengan aktif Menanggapi Penjelasan

1
2
3

C. Menerapkan langkah-langkah mempresentasikan ide atau pendapat tentang isi dari

teks deskripsi secara lisan, elaborative dan perinci, dilengkapi dengan argument
pendukung yang dapat dipertanggungjawabkan.

CaraKerja:
Tuliskan uraian singkat langkah-langkah presentasi ide/pendapat:

No langkah-langkah presentasi
1
2
3
4
 Jawaban LKPD:

A. The answer may vary

B.
No Kontribusi Diskusi
Persiapan Materi Mendengar dengan Menanggapi
aktif Penjelasan
1 Menentukan materi Fokus pada masalah Merespons
yang akan didiskusikan diskusi pembicara
2 Mempersiapkan hasil Bersikap tenang Memberikan
Pekerjaan kelompok Bersama anggota tanggapan/ kritik
Yang akan kelompoklainnya terhadap hasil
dipresentasikan Pekerjaan kelompok
lain

C.

No langkah-langkah presentasi
1 Membuat simpulan diskusi kelompoknya
2 Menuangkan dalam bahan tayang/ salindia
3 Presentasi dengan lugas dan menarik, serta komunikatif
4 Memberi kesempatan kelompok lain untuk member masukan, tanggapan,
atausaran
5 Merespons dengan baik masukan, pertanyaan, ataupun komentar
kelompok
Lain dengan menggunakan bahasa yang baik dan benar

WRITING RUBRIC ASSESSMENT

Name :………………………………………… Class/Number:……../……..

NO CRITERIA LOW GOOD VERYGOOD SCORE

TOBE PERFORMANCE PERFORMANCE PERFORMANCE
ASSESSED 7 8 9

1. Text Doesn’t use the Use the correct Use the

Organization correct text text organization correcttext
organizationof but has not organization and
descriptive elaborated the with elaborated
recount text idea idea
2. Sentence Use simple Begin stovary Use simple
formation sentences Simple sentences,
sentences and
compound compound
sentences sentences and
Complex
sentences
 correctly
3. Grammar Too many mistakes until10 mistakes Under 5
mistakes
4. Vocabulary Basic Vocabulary, Developed Purposefully
Less precise vocabulary Chosen
vocabulary

5. Mechanic Some errors Mostly effective Effective use of

with spelling and Use of capitalization,
punctuation mechanics; punctuation,
errors do not and spelling
detract from
meaning

6. Tidiness and Write awkwardly, Write quite Write neatly,

neatly, clear
deadline Unreadable,
submit Quite clear font, font, submit the
Late more than submit late work in/on time
3 days from the three days from
deadline the deadline
Total score
Final Score = Total score : 6

SPEAKING RUBRIC ASSESSMENT

Name :………………………………………… Class/Number:……../……..

N CRITERIA TO LOW GOOD VERYGOOD SCORE

O BEASSESSE PERFORMANC PERFORMANC PERFORMANC
D E E E
7 8 9
1 Pronunciatio Too many With 2 until 5 perfect
. n mistakes mistakes pronunciation
2 Intonation monotonous Begin story the Accurate
. intonation intonation
3 Grammar Too many With 2 until 5 No mistakes in
mistakes mistakes grammar
.
4 Content plain/simple Begins toad Add more
. some personal
information information
Total score
Final Score = Total score : 4
 PENILAIAN
SIKAP

NO HARI/TGL NAMA PRILAKU/ BUTIR POSITIF/ TINDAK

/JAM KE KEJADIAN SIKAP NEGATIF LANJUT

• Bahan bacaan guru dan siswa

-UKBM

-Modul pembelajaran guru

 Lampiran 3 : Asesmen Sumatif 1

Bali Bird Park is a large walk-in-aviary which consists of more than 1.000 birds. Located
in Singapadu, Bali, this park was opened in September 1995. Before 1995, the site of
Bird Park in Singapadu was just an expanse of terraced rice fields. This extraordinary
transformation was don by Edi Swoboda. A dedicated naturlist since childhood, Edi
Swoboda, has lived in Bali for many years. He had long dreamed of creating a bird
park. He personally designed every detail of the gardens and aviaries. To enrich the
park, Edi Swoboda placed orignal artifacts from different places in Indonesia (many
incorporating bird themes). These artifacts, undoubtedly, draw visitor’s attention, and
giving nuances of nature to them.

Source: Taken from Contact Magazine

1. How many birds are there in Bali Bird Park?

a. 1.000 birds
b. 100 birds
c. 1.001 birds
d. 10.000 birds
e. more than 1.000 birds
Jawaban: e
Pembahasan: dalam teks disebutkan ‘more than 1000 birds’.

2. Where is the location of Bali Bird Park?

a. Legian
b. Kuta
c. Singapadu
d. Denpasar
e. Karangasem
Jawaban: c
Pembahasan: dalam teks disebutkan ‘located in Singapadu, Bali’.

2. When was Bali Bird Park Opened?

a. Before September 1995
b. In September 1995
c. In September 2001
d. Before September 2001
e. After September 1995
Jawaban: b
Pembahasan: dalam teks disebutkan ‘in September 1995’.

3. Who designed every detail of the gardens and aviaries?

a. A naturalist
b. A botanical expert
c. A visitor
d. A Balinese
e. A gardener
Jawaban: a
Pembahasan: dalam teks disebutkan ‘a naturalist’.
4. Where did Edi Swoboda get the artifacts to enrich the park?
a. From different places in the world
b. From regencies in Bali
c. From different parts of the world
d. From various sources
e. From different places in Indonesia
Jawaban: e
Pembahasan: dalam teks disebutkan ‘from different places in Indonesia’.

This text is for questions next number

Tanjung Benoa Beach

Tanjung Benoa is a beach town. It is located at the elite are in Nusa Dua Bali. The are
is situated with the view of the sea in Blai. On the north side, there are Benoa harbour,
Mertasari Recreation Park, and Serangan Island. The foreigners call it the turtle island,
because it is used to breed the turtles.

At Tanjung Benoa Beach, tourists can have various activities, such as swimming,
sailing, waterskiing, and surfing. Surfing is a water sport of riding waves that are coming
towards the shore by standing or lying on a special board called surfboard. It is a very
enjoyable and an impressive sport. Most surfing lovers call it the most challenging water
sport, as it needs skill, strength, as well as bravery. The others think that it is a very
dangerous sport, as it fights against the dangerous waves of sea.

A part from swimming around the beach, snorkeling and diving are also kinds of water
sports favored by the tourists. Through diving goggles, the beauty of Bali marine park
can be viewed. Those who cannot dive can also enjoy the beauty of the marine park
throught the glass bottomed motor boats that are specially provide for the tourists.

5. Which of the following statements is not true about the text?

a. Tanjung Benoa is a beach town located in Nusa Dua Bali
b. Tanjung Benoa is a very famous beach in Nusa Dua Bali
c. Tourists can enjoy many kinds of water sports in Tanjung Benoa
d. Tourists who cannot dive can also enjoy the beauty of the marine park
e. Tourists can visit the turtle island which is used to breed the turtles
Jawaban: b
Pembahasan: dalam teks disebutkan bahwa Tanjung Benoa adalah sebuah kota,
bukan pantai

6. What can be viewed through the diving goggles?

a. The beauty of the marine park
b. The beauty of the Mertasari Harbour
c. The view of Tanjung Benoa
d. The view of the big waves
e. The turtle island
Jawaban: a
Pembahasan: dalam teks disebutkan ‘the beauty of the marine park can be viewed’.

7. What does paragraph three discuss?

It is about....
 a. The water sports of Tanjung Benoa Beach town
b. snorkeling and diving are alternative tourism activities in Tanjung Benoa
c. surfing becomes the most favorite water sport in Tanjung Benoa
d. tourist can go swimming, diving, surfing, and so on in Tanjung Benoa Beach
e. the turtle island which is used to breed the turtles
Jawaban: b
Pembahasan: dalam teks disebutkan menyelam juga salah satu aktivitas yang
disukai turis selain berenang

8. Why is Serangan Island called turlte island?

It is called turtle island because....
a. it is used to trade many kinds of turtle
b. it is a place where thousand turtles live naturally
c. it is used to breed turtles
d. it is used to breed and to trade turtles
e. it is used to hunt turtles
Jawaban: c
Pembahasan: dalam teks disebutkan bahwa pulau tersebut digunakan untuk
mengembangbiakan kura-kura.

9. “Those who cannot...” (Paragrah three)

The word “those” refers to....
a. The tourists
b. water sport
c. turtles
d. swimming and diving
e. islands

Jawaban: a
Pembahasan: menggantikan kata ‘the tourist’ dalam kalimat sebelumnya

• DaftarPustaka

o Sukhriani Yenny, Dra. MS.Ed. Modul Pembelajaran SMA Bahasa Inggris Kelas
X, Kementrian pendidikan dan kebudayaan, Direktorat jenderal pendidikan
anak usia dini, pendidikan dasar dan pendidikan menengak direktorat sekolah
menengah atas, Jakarta.2020.

o https://www.zenius.net/blog/descriptive-text

Mengetahui Lubuksikaping, 17 Juni 2022

Kepala Sekolah, Guru Mata Pelajaran,

Dr. Rizka Khaira, M.Si John Hendry, S.Pd

NIP. 196904301995121001 NIP. 197001071998021001