MATA PELAJARAN : BAHASA INGGRIS

KELAS/SEMESTER : X/GANJIL
PENYUSUN : RANIFAJRI
No UKG : 201800303237
INSTANSI : SMAIS IHDAL ULUM AL AZIZIYAH

PROGRAM STUDI BAHASA INGGRIS

PROGRAM PENDIDIKAN GURU DALAM JABATAN
UNIVERSITAS SYIAH KUALA
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Sekolah : SMAIS Ihdal Ulum Al Aziziyah

Mata Pelajaran : Bahasa Inggris
Tema/Subtema : Deskriptive text about tourism and historical place
Kelas / Semester : X / Ganjil
Materi Pokok : Descriptive Text
Alokasi Waktu : 2 X 45 menit

A. Kompetensi Inti (KI)

KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya

KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.

KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa

ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena
dan kejadian tampak mata.

KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama dalam sudut pandang/teori

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Indikator Pencapaian
Kompetensi Dasar
Kompetensi

3.4 Membedakan fungsi sosial, struktur teks, 3.4.1 Membandingkan fungsi sosial teks
dan unsur kebahasaan beberapa teks deskriptif lisan dan tulisan terkait tempat
deskriptif lisan dan tulis dengan memberi wisata dan bangunan bersejarah terkenal
dan meminta informasi terkait tempat
wisata dan bangunan bersejarah terkenal, 3.4.2 Menentukan struktur teks deskriptif lisan
pendek dan sederhana, sesuai dengan dan tulisan terkait tempat wisata dan
konteks penggunaannya bangunan bersejarah terkenal
 3.4.3 Menganalisis kalimat present tense yang
terdapat di dalam teks deskriptif lisan
dan tulisan terkait tempat wisata dan
bangunan bersejarah terkenal.

3.4.4 Menyusun kembali paragraf acak

menjadi teks deskriptif lisan dan tulisan
yang benar terkait tempat wisata dan
bangunan bersejarah terkenal

C. Tujuan Pembelajaran
Adapun tujuan dari kegiatan pembelajaran menggunakan pendekatan saintifik dengan
model pembelajaran problem based learning:

1. Setelah menyaksikan tayangan ppt, siswa mampu membedakan fungsi sosial teks
deskriptif tulisan dalam teks deskriptif terkait tempat wisata dan bangunan bersejarah
terkenal tulisan secara baik dan benar.

2. Setelah menyaksikan tayangan ppt, siswa mampu menentukan struktur teks deskriptif
terkait tempat wisata dan bangunan bersejarah terkenal tulisan secara baik dan benar.

3. Setelah diskusi kelompok, siswa mampu menganalisis kalimat present tense yang terdapat
di dalam teks deskriptif tulisan terkait tempat wisata dan bangunan bersejarah terkenal

4. Setelah diskusi kelompok, siswa mampu menyusun kembali teks descriptif tulisan terkait
tempat wisata dan bangunan bersejarah terkenal

5. Setelah diskusi, siswa juga mampu mempresentasikan hasil kerja kelompok di dalam
kelas.
 D. Penguatan Pendidikan Karakter (PPK)
• Bekerja sama
• Jujur
• Bertanggung jawab
• Disiplin

E. Materi pembelajaran
Lihat lampiran 1

F. Metode Pembelajaran

1. Pendekatan : Scientific approach

2. Model : Problem Based-Learning
3. Teknik : Tanya-jawab, diskusi dan penugasan

G. Media Pembelajaran

1. Gambar / Foto terkait tempat tempat wisata atau bangunan bersejarah

2. Laptop / infocus
3. Worksheet/Lembar Kerja Peserta Didik

H. Sumber-Sumber Pembelajaran

1. Buku Siswa Bahasa Inggris kelas X Kurikulum 2013 edisi 2016 (Chapter IV)
2. Kamus Bahasa Inggris
3. Video youtube https://www.youtube.com/watch?v=IXMmX1-foJM&t=51s
 I. Kegiatan Pembelajaran

Pendahuluan (15 Menit)

Guru:
Orientasi
❖ Melakukan pembukaan dengan salam pembuka dengan pembacaan
sholawat untuk memulai pembelajaran

❖ Memeriksa kehadiran peserta didik sebagai sikap disiplin.

Apersepsi & Motivasi

❖ Menampilkan video motivasi untuk membangkitkan semangat belajar

https://www.youtube.com/watch?v=sN0rqFCmbvo

❖ Mereview kembali pembahasan pada pertemuan sebelumnya sebagai langkah

awal untuk melanjutkan pembelajaran selanjutnya.
❖ Menyampaikan tujuan pembelajaran pada pertemuan yang sedang berlangsung.

Pemberian Acuan

❖ Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.
❖ Memberitahukan tentang indikator, dan tujuan pembelajaran pada pertemuan yang
berlangsung.
❖ Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-
langkah pembelajaran.

Kegiatan Inti (65 Menit)

Sintak Model Kegiatan Pembelajaran

Pembelajaran
CRITICAL THINKING

❖ Peserta didik disajikan sebuah ppt teks deskriptif tulisan

terkait tempat wisata dan bangunan bersejarah terkenal.
Orientasi Peserta ❖Guru mengajukan beberapa pertanyaan terkait gambar tempat
Didik Pada
masalah wisata dan bangunan bersejarah terkenal

• Have you known about the picture above?

• Where is the located of this picture?

❖ Siswa merespon pertanyaan guru serta menyampaikan sejauh
 mana mereka memahami tentang gambar tersebut.

❖Peserta didik diarahkan untuk mengidentifikasi masalah

terkait gambar yang akan dipelajari hari itu dan akan dijawab
melalui kegiatan belajar.
Mengorganisasikan COLLABORATION dan CRITICAL THINKING
peserta didik untuk ❖ Peserta didik akan bagikan dalam beberapa kelompok
belajar
❖ Peserta didik dibagikan LKPD terkait teks deskriptif tulisan
terkait tempat wisata dan bangunan bersejarah terkenal.

❖ Peserta didik menjawab soal dan menyusun paragraf – paragraf

secara benar berdasarkan struktur teks deskriptif

❖ Peserta didik menggali informasi tentang teks yang disajikan.

❖ Peserta didik berdiskusi dan membagi tugas mencari

data/bahanbahan/alat yang diperlukan untuk menyelesaikan
masalah.

❖ Guru memastikan setiap peserta didik memahami tugas

masing-masing.

Membimbing CRITICAL THINKING and PROBLEM SOLVING

penyelidikan ❖ Peserta didik mencari informasi teks deskriptive tentang
tempat wisata dan bangunan bersejarah di buku untuk bahan
referensi.

❖ Peserta didik berdiskusi dalam kelompok mencari solusi

terkait dengan masalah yang telah dianalisis.

❖Guru memantau keterlibatan peserta didik dalam

pengumpulan data/bahan selama proses penyidikan.
Mengembangkan COLLABORATION
dan menyajikan ❖ Peserta didik melakukan diskusi untuk menghasilkan solusi
hasil karya pemecahan masalah.

❖ Guru memantau diskusi dan membimbing setiap kelompok

agar siap untuk dipresentasikan.
COMMUNICATION

❖ Setiap perwakilan kelompok mempresentasikan hasil kerja

Menaganalisis kelompok di depan kelas.
dan
mengevaluasi ❖ Setiap kelompok dibimbing dan didorong oleh guru agar
proses memberi masukan dan penghargaan kepada kelompk lain.
pemecahan
masalah ❖ Peserta didik merangkum sesuai masukan yang diperoleh
darikelompok lain.
 ❖ Peserta didik di bagikan soal evaluasi untuk dikerjakan
masing- masing siswa.

❖ Peserta didik mengumpulkan jawaban dari soal evaluasi.

Catatan : Selama pembelajaran berlangsung, guru mengamati sikap siswa dalam
pembelajaran yang meliputi sikap: Bekerja Sama, jujur, bertanggung jawab dan
disiplin
Kegiatan Penutup (10 Menit)

❖ Peserta didik menyimpulkan nilai atau manfaat apa yang didapat dari pembelajaran
yang telah selesai dibahas pada hari itu.

❖ Pada tahap ini peserta didik menganalisis hasil kerja dan mengevaluasi hasil belajar
tentang materi yang telah dipelajari melalui diskusi.

❖ Guru dan siswa membuat refleksi pembelajaran dengan singkat.

❖ Guru menyimpulkan ide / pendapat dari siswa.

❖ Guru menyampaikan materi pokok yang akan dipelajari pada pertemuan

selanjutnya.

❖ Membaca solawat

❖ Mengucapkan salam.

J. Penilaian

Penilaian Hasil Pembelajaran (terlampir)

1. Penilaian sikap

Bentuk Waktu
No. Teknik Sikap yang dinilai
Instrumen Pelaksanaan
1. Observasi Lembar Saat pembelajaran Bekerja sama, jujur,
Observasi Berlangsung tanggung jawab dan
disiplin

2. Penilaian Pengetahuan
Bentuk Waktu
No. Teknik Keterangan
Instrumen Pelaksanaan
1. Tes Tulis Multiple choice Akhir Menjawab soal pada
pembelajaran lembar evaluasi
Kegiatan Tindaklanjut

Pengayaan

Bagi siswa yang telah mencapai target pembelajaran sebelum waktu yang telah
dialokasikan berakhir, perlu diberikan kegiatan pengayaan.

Remedial

Bagi siswa yang belum mencapai target pembelajaran pada waktu yang telah
dialokasikan, perlu diberikan kegiatan remedial.

Mengetahui Samalanga, 22 September 2022

Kepala Sekolah SMAIS Ihdal Ulum Al Aziziyah Guru Mata Pelajaran

Juliani, S.Pd.I Ranifajri S.Pd

Lampiran 1

Materi teks deskriptive terkait tempat wisata dan bangunan bersejarah terkenal
Descriptive text adalah text yang bertujuan untuk menggambarkan suatu tempat secara spesifik.

Dalam mendeskripsikan beberapa hal tersebut, descriptive text identik dengan penggunaan kata sifat
dengan struktur kalimat present tense.

Struktur Descriptive Text

Descriptive text tersusun atas pernyataan pembuka (identification), deskripsi (description), dan
penutup (opsional).

• Identification; berisi identifikasi tentang benda yang akan dideskripsikan.

• Description; terdiri dari beberapa paragraf yang berisi tentang ciri-ciri sesuatu atau seseorang
yang diangkat dalam teks.

Unsur Kebahasaan

Language features (unsur kebahasaan) yang terdapat dalam descriptive text antara lain:

1. Menggunakan simple present tense Ditandai dengan penggunaan to be: is/are, dan penggunaan kata
kerja ke 1 (verb 1)

2. Menggunakan Action verb (kata kerja yang menunjukkan kegiatan)

Seperti: eat, play, run, sleep, dan lain-lain.

3. Menggunakan adjective (kata sifat) Misalnya: thick and beautiful fur (bulu yang lebat dan indah),
smart cat (kucing yang pintar, dan lain-lain.
4. Menggunakan Specific object (obyek khusus) Contoh: Prambanan temple, Michael Jackson, Lake
Toba, dan lain-lain.
Example of tourism place

Laut Tawar

Danau Laut Tawar or Fresh Sea Lake is a lake that located in the Gayo Highlands, Central Aceh
District, Aceh. At western side of the lake there is Takengon, which is also the capital of Central Aceh
district. The extent of the lake is approximately 5,472 hectares, with a length of 17 km and a width of
3.219 km. The volume of water is approximately 2,537,483,884 m³ (2.5 billion liters).
The name Laut Tawar or Fresh Sea taken because of the vast area that this lake has, and it has fresh
water in it. The existence of Laut Tawar Lake for local inhabitants is used for the water resourcement
for the entire needs, with other is about tourism destination.
The panorama around the lake that flanked by two hills presents the beauty of its own for those who
visit this place. This lake is also has a fish species that only exists here, that is fish Depik or Rasbora
Tawarensis. It has shaped like a fish with slender body as big as human thumb, and it sparkling white
flaky and it taste savory.
Example of historical Place

Borobudur Temple

Borobudur is one of historical buildings in Indonesia. It is considered to be the world’s largest

Buddhist temple for its size (15129 m2) and height (34.5m). It is located in Magelang, Central Java.

Not only it became a well known tourism destination to a lot of travelers around the world, Borobudur

Temple is also included in UNESCO list of world heritage site

Borobudur temple consists of six square floors and three circular floors which arranged accordingly

and make it to be stair-like layers that you have to climb one by one to reach the top of the temple. In

the middle of the floor, you will find small stairwell with couples of stairs connecting each floor that

you can use as a passage to go to the top. On each level of the floor, there are a lot of relief panels and

Buddha statues spread around it. Based on the data, there are 2.672 panels and 504 statues in total.

There is a dome located on the top center of the temple and is surrounded by 72 Buddha statues, each

seated inside a perforated stupa. It is said that, if you place your hand into the stupa through one of its

hole and you can touch the Buddha statue, you will be able to make one of your dream come true.
 Format Kisi-Kisi Soal Pengetahuan

Indikator Soal No
Kompetensi Dasar Material IPK Bentuk Soal
Soal
3.4 Membedakan Deskriptive 3.4.1Mengidentifik 3.4.1 Disajikan Pilihan 1 sd.
fungsi sosial, struktur text asi fungsi sosial sebuah teks Ganda 4
teks, dan unsur teks deskriptif deskriptif
kebahasaan beberapa lisan dan tulisan tulisan terkait
teks deskriptif lisan dan terkait tempat tempat wisata
tulis dengan memberi wisata dan dan bangunan
dan meminta informasi bangunan bersejarah
terkait tempat wisata bersejarah terkenal terkenal
dan bangunan kemudian siswa
bersejarah terkenal, menjawab
pendek dan sederhana, pertanyaan
sesuai dengan konteks dengan
penggunaannya
Memilih
jawaban yang
sesuai
berdasarkan
teks.

3.4 Membedakan Deskriptive 3.4.2Menentukan 3.4.2 Disajikan Pilihan 5 sd 7

fungsi sosial, struktur text struktur teks sebuah teks Ganda
teks, dan unsur deskriptif lisan deskriptif
kebahasaan beberapa tulisan terkait
dan tulisan terkait
teks deskriptif lisan dan tempat wisata
tulis dengan memberi tempat wisata dan
dan bangunan
dan meminta informasi bangunan
bersejarah
terkait tempat wisata bersejarah terkenal terkenal
dan bangunan kemudian siswa
bersejarah terkenal, menjawab
pendek dan sederhana, pertanyaan
sesuai dengan konteks dengan
penggunaannya
Menentukan
jawaban yang
sesuai
berdasarkan
teks.

3.4 Membedakan Deskriptive 3.4.3.Menganalisis 3.4.3 Disajikan Pilihan 8 sd 10

fungsi sosial, struktur text kalimat present sebuah teks Ganda
teks, dan unsur tense) yang deskriptif
kebahasaan beberapa tulisan terkait
terdapat di dalam
teks deskriptif lisan dan tempat wisata
tulis dengan memberi teks descriptif
dan bangunan
dan meminta informasi lisan dan tulisan
bersejarah
terkait tempat wisata terkait tempat terkenal
dan bangunan wisata dan kemudian siswa
bersejarah terkenal, bangunan menjawab
pendek dan sederhana, pertanyaan
sesuai dengan konteks bersejarah
dengan
penggunaannya terkenal. Menganalisis
kalimat present
tense
berdasarkan
teks.

3.4 Membedakan Deskriptive 3.4.4 Menyusun 3.4.4 Disajikan Re- 1 sd 4

fungsi sosial, struktur text kembali beberapa arrangethe
teks, dan unsur paragraf dari paragraf teks paragraph
kebahasaan beberapa deskriptif
teks
teks deskriptif lisan dan tulisan terkait
tulis dengan memberi deskriptif
tempat wisata
dan meminta informasi lisan dan
dan bangunan
terkait tempat wisata tulisan terkait bersejarah
dan bangunan tempat wisata terkenal
bersejarah terkenal, dan kemudian siswa
pendek dan sederhana, menjawab
sesuai dengan konteks bangunan
bersejarah pertanyaan
penggunaannya
dengan
terkenal
Menyusun
kembali
paragraf
menjadi sebuah
teks deskriptif
yang benar.
LKPD

Nama Kelompok :1
Nama Anggota :

Activity 1
- Re arrange this jumled paragraph to be agood text of descriptive text about Borobudor
Temple and then identified the generic structure of the text!

Since the discovery of Borobudur temple, there are so many Buddhist statues theft.
Originally, the amount of Buddha statues is 504 statues. More than 300 statues have been
damaged. Most of the statues of Buddha are headless because often being stolen to be
used in a museum collection.

Borobudur temple is a temple which became a pride of Indonesian people because it is ever
been included into the 7 wonders of the world. It also becomes the largest Buddhist temple
in the world. This temple is located in Borobudur Village, Magelang, Central of Java,
Indonesia. It is approximately 100 km from Semarang, 86 km from Surakarta, and 40 km
from Jogjakarta. It was found as a place of worship for the Mahayana Buddhist by Sailendra
dynasty in 800 AD. It was first discovered by Sir Thomas Stanford Raffles in 1814. At that
time, it was found crushed and buried in the ground.

Originally, it has 10 levels which have overall height about 42 meters. However, after the
reparation, the height of Borobudur become approximately 34.5 meters with overall building
area about 15,129 m2. The front side of Borobudur temple is facing eastwards, although
each side of the temple has similar form. There are 3 main levels of the realm in Borobudur.
The third level is Kamadhatu (the realm of lust), Rupadhatu (tangible realm), and
Arupadhatu (formless realm).

Besides decorated with reliefs, Borobudur also has so many sculptures which become a
symbol of the Buddha embodiment. The statues are sitting cross-legged in the lotus position
and show a certain hand gesture. These are located at Rupadhatu level. There are 432
sculptures there which are lined sequentially in every niche of this level. In the first row,
there are 104 niches, in the second row there are 104 niches, in third row 88 niches, in the
fourth row 72 niches, and fifth rows 64 niches. Beside sculpture, Borobudur temple also has
Stupa. There are 72 Stupas at the level of Aruphadatu. Those stupas are spread in the court
at this stage. In the first court, there are 32 stupas, in the second court 24 stupas, and 16
stupas on the third court.
LKPD

Nama Kelompok :2
Nama Anggota :

Activity 1
- Re arrange this jumled paragraph to be agood text of descriptive text about Lampuuk Beach
and then identified the generic structure of the text!

Lampuk beach spreads from north to south has a beach with white sand and lies in the bay, it has very
nice view, so the location fits in a leisure and entertainment area, perfect for swimming or just
enjoying the beautifull beach. The beach is also ideal for recreational activities such as banana boat
and water sports like surfing, furthermore the waves are huge and friendly. And we can also can get to
play volleyball with a friends and sit together .

And on addition, at the right side of the Lampuuk Beach you find a carpark area which has loads of
food options and restaurants . It has many kind of the foods and drinks such as lobsters, Indomie
goreng basah,nasi goreng, juice, syrup , etc. It has fasilitated many needs for costumer to relax for a
while at beach.

Lampuuk beach is so prefect place to enjoy entertainment and to lose our strest and to recharge up our
energy to do many activities in weekends

Lampuuk beach is one place traveler attraction situated at west coast of Aceh, about 15 km from
Banda Aceh. Lampuuk beach islocated in menasah mesjid , lhonkga,Aceh besar. It spends a time for
20 minute from a Banda Aceh center. We can get it there by drive a car or ride motorcycles with a
friends together. On weekends, especially on Sundays, this area is crowded with local people from
Banda Aceh for enjoying their day off at the beach. And also we can enjoy and see the beautifull
sunset at evening
LKPD

Nama Kelompok :3
Nama Anggota :

Activity 1
- Re arrange this jumled paragraph to be agood text of descriptive text about Gunongan and
then identified the generic structure of the text!

Structure's history and power of love is a symbol of the Sultan Iskandar Muda to the beautiful queen,
Princess Phang (Phang Putroe) derived from Pahang, Malaysia. Once, Putroe Phang often feel lonely
in the middle of the husband as head of government. He always remembered by his hometown in
Pahang. The husband understand the anxiety empress. To please the empress, he built a small
mountain (structure's history) as a miniature hills that surround the palace Putroe Phang in Pahang.

Gunongan had erected by Sultan Iskandar Muda (1607 - 36) as a private playground and bathing place
for this wife Putro Phang (From Malaysia). This whimsical architectural fantasy had access to the
sultan's palace through the traditional 'Pintu Aceh', used by royalty only. This building likely
functioned as an important recreational peace located in the Taman Sari Park for the Queen and other
royal family members to climb. It is quite enjoyable to visit this place during the late afternoon or
sunset.

Once the structure's history is built, how happy the consort. Spent his days playing with a lot of ladies
in waiting around structure's history, as he climbed up. Structure's history is located at Jalan Teuku
Umara dealing with the location of graveyard Dutch soldiers (Kerkoff). The building was founded in
the reign of Sultan Iskandar Muda (1607-1636) in the 17th century.
Building structure's history is not too large, hexagonal, shaped like a flower and a three-story with
main level of a crown pillar that stands upright. On the walls there is a low-sized entrance which is
always in a locked state. From the hallway door is a staircase leading to third level structure's history.
LKPD

Nama Kelompok :4
Nama Anggota :

Activity 1
- Re arrange this jumled paragraph to be agood text of descriptive text about Pantan Terong
and then identified the generic structure of the text!

Pantan Terong has good facilities where tourists enjoy the good sceneries from the heights. The
entrance fee to enjoy the view from the top of Banda Aceh city is quite affordable, here we can also
see the beautiful sunset and sunrise from the top of the hill.
Travelers can also perform challenging activities, such as paragliding; you can see the whole scenes
by hovering over the sea freshwater lake, and also the mountains and hills that surrounding the town
of Central Aceh by using the paragliding to challenge the adrenaline.
Pantan Terong is one of the natural attractions that worth visiting by tourists. The beaches and the
entire city of Banda Aceh will be seen from a hilltop of Pantan Terong Takengon. PantanTerong is
located in Central Aceh District, in a form of a hilltop in the Central Highlands.
The regional District of Central Aceh, with the capital of Takengon has an area of about 4318.39 km
that has been divided into 14 districts. This district also borders Bener Meriah district and also Bireun
in northern, Gayo Lues district in the south, West Aceh, Pidie and Nagan Raya district in the west and
East Aceh District in the east. The Pantan Terong highland is precisely located at Bebesan district, 7.5
km from the town of Takengon, Central Aceh district.
To reach Pantan Terong is easy. You do not need to worry because the road leading to this place is
well-maintained. Unfortunately, tourists can only reach the top of the hill by using their own vehicle,
either a car or a motorcycle because there is no public tranportation available.
Lembar Evaluasi

Multiple choice
Choose the best answer to the questions!

Batee Iliek

Batee Iliek is located in Samalanga or more precisely on the national highway, near the border with

Pidie Jaya Regency and about 40 kilometers away from Juang City, Bireuen. The Batee Iliek tourist

attraction is visited by many tourists from various regions, especially on holidays.

Some visitors take bath in the river and there are also many tourists who just sit on the rocks while

enjoying the natural view.

Every visitor who comes and vacations in the river of Batee Iliek can enjoy clear, cool and flowing

water between rocks from upstream of the river of Batee Iliek. In addition, there are many merchant

huts that are neatly lined up along the cliffs of Krueng Batee Iliek which provide a variety of food and

soft drinks.
The Batee Iliek area is also a very suitable place to stop while resting and enjoying the beautiful and

interesting natural panorama that is memorable for the visitors. In addition, you can also eat various

culinary delights in the area, such as Samalanga salad, mie kocok Bireuen, mie caluek and various

other culinary delights that can certainly arouse your taste buds.

Activity 1
1. Multiple choices

Choose the correct answer from the questions below

1. Based on the text, what is social function of text above?

a. To describe about Batee Iliek
b. To Tell how to go to Batee Iliek
c. To explain about Samalanga
d. To entertain the reader
e. To talk how to go to Batee Iliek

2. The visitors can enjoy. . . at Batee Iliek

a. Mie Caluek
b. KFC
c. Seafood
d. Durian
e. Meat Ball

3. How far Batee Iliek from Bireuen?

a. 40 km
b. 55 km
c. 66 km
d. 50 Km
e. 70 Km

4. Where is Batee Iliek located?

a. In Samalanga
b. In Pidie Jaya
c. In Pidie
d. In Aceh Jaya
e. In Banda Aceh

5. Based on the text, first paragraph is called as?

a. Orientation
b. Identification
c. Description
d. Closing
 e. Re orientation

6. Based on the text, last paragraph is called as?

a. Identification
b. Orientation
c. Closing
d. Description
e. Re orientation

7. What the tense is mostly used in the text?

a. Past tense
b. Simple present tense
c. Simple perfect tense
d. Present continuous tense
e. Past continous tense

8. You can also eat various culinary delights in the area. The underlined word refer to . . .
a. Visitors
b. Students
c. Teacher
d. Beggars
e. Readers

9 Some visitors can . . . at Batee Iliek river

a. Take bath
b. Fly
c. Diving
d. Snockling
e. Play badminton

10. Some visitors take bath in the river and there are also many tourists who just sit on the rocks

while enjoying the natural view. The underlined sentence is one of . . .

a. Past tense

b. Simple present tense

c. Simple perfect tense

d. Present continuous tense

e. Past continous tense

.
 I1. Re-arrange this paragraph into a good text of descriptive text Lhoknga Beach

Lhoknga Beach

1. Lhoknga beach has a beautiful white sand with a few rocks, blue sparkling sea water, a lined
up coconut trees and cypress trees that made the atmosphere cool. For surfers, there are five-
point for surfing in Lhoknga beach. Five points that include: Left Hander Point, Cemara Right
Point, Peak Point, Suri Point and Out Side Right Hander Suri Point is taken from the name of
a local surfer who died in the tsunami 2004.

2. Lhoknga beach is one of interesting beach in Aceh. This tourism site is about 20 km from
Banda Aceh. Here, you can relax under the shady trees or playing beach volleyball in the
white sandy beach and sloping. If relaxing and sunbathing is not enough for you, you can try
surfing in the sea. Lhoknga beach has waves with 1.5 to 2 meters high that suitable for those
who love adrenaline rush.

3. For those newlywed couple and want to have a place for honeymoon, Lhoknga beach can be
an alternative for a romantic place. Being on this beach while accompanied by the sea breeze
in the afternoon and the dim light sky will make the romantic atmosphere appears.

4. At dawn, do not miss the beautiful sunsets on this beach. This placemis increasingly crowded
in the afternoon, where many come to see the sunset, while sit back and relax and enjoy
roasted corn. Lhoknga beach is also popular for Golf Course, Surfing and fishing activity.
Especially for surfing, the big and fierce wave in Lhoknga had been known among the
international surfing community.
Instrumen Penilaian

a. Penilaian Sikap

Lembar Penilaian Sikap - Observasi pada Kegiatan Diskusi

Mata Pelajaran : …………..
Kelas/Semester : …………..
Topik/Subtopik : …………..
Indikator : Peserta didik menunjukkan perilaku kerja sama, jujur, tanggung jawab dan
disiplin sebagai wujud kemampuan memecahkan masalah dan membuat keputusan.

Aspek Perilaku Jumlah Skor Kode

No Nama Siswa
yang Dinilai Skor Sikap Nilai
BS JJ TJ DS
1
2 … ... ... ... ... ... ... ...
Keterangan :
• BS : Bekerja Sama
• JJ : Jujur
• TJ : Tanggung Jawab
• DS : Disiplin
Catatan:
1. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah
kriteria = 100 x4 = 400
2. Skor sikap = jumlah skor dibagi jumlah aspek sikap yang
dinilai = 275 : 4 =68,75
3. Kode nilai / predikat :
75.01 – 100.00 =
Sangat Baik (SB)50.01
– 75.00 =
Baik (B)
25.01 – 50.00 = Cukup (C)
00.0 – 25.00 = Kurang (K)

b. Penilaian Pengetahuan

- 1. Teknik : Multiple choice

2. Instrument : Read the following text carefully then answer the questions (soal
terlampir)
3. Pedoman Penskoran :
Nomor soal Bobot soal
1-10 10

Jumlah skor 100

maksimal
 Penentuan Penilaian= Skor perolehan X 100
Skor maksimal

- 1. Teknik : Re-arrange the text

2. Instrument : Re arrangr this paragraph to a good text
3. Pedoman Penskoran :

Nomor Kriteria Penilaian Skor

Soal
1. Peserta Didik Menjawab Benar 25
Peserta Didik Menjawab Salah 0
2. Peserta Didik Menjawab Benar 25
Peserta Didik Menjawab Salah 0
3. Peserta Didik Menjawab Benar 25
Peserta Didik Menjawab Salah 0
4. Peserta Didik Menjawab Benar 25
Peserta Didik Menjawab Salah 0

c. Penilaian Keterampilan
1. Penilaian Presentasi

Kuran
No. Aspek yang Dinilai Baik gbaik
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:
a. Baik mendapat skor 2
b. Kurang baik mendapat skor 1