RENCANA PELAKSANAAN PEMBELAJARAN

(RPP2)

Satuan Pendidikan : SMP CANDLE TREE TANGERANG

Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / Ganjil
Materi Pokok : Descriptive Text (Teks Deskripsi)
Alokasi Waktu : 2 x 40 menit (1 Pertemuan)

A. Kompetensi Inti

KI. 1 : Menghargai dan menghayati ajaran agama yang dianutnya.

KI. 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
KI. 3 : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
KI. 4 : Mengolah, menyaji, dan menalar 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

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.10. Menerapkan struktur teks dan unsur 3.10.1 Menganalisis unsur - unsur
kebahasaan untuk melaksanakan fungsi kebahasaan dari text descriptive
sosial teks deskriptif dengan tentang orang. (C3)
menyatakan dan menanyakan tentang
deskripsi orang, binatang, dan benda,
pendek dan sederhana, sesuai dengan
konteks penggunaan nya.
4.12.1 Melengkapi makna kata/frasa dan
4.12 Menyusun teks deskriptif tulis, pendek
rujukan kata tertentu dalam teks
dan sederhana, tentang orang, dengan
deskriptif terkait deskripsi orang.
memperhatikan fungsi sosial, struktur
(P3)
teks, dan unsur kebahasaan yang benar
dan sesuai konteks. 4.12.2 Menyusun sebuah teks deskripsi
sederhana terkait dengan
personality dirinya (P4)
C. Tujuan Pembelajaran

Setelah mengikuti proses pembelajaran dengan model PJBL (Project based Learning)
dengan media interaktif, maka diharapkan peserta didik dapat:
a. Menganalisis unsur - unsur kebahasaan dari text descriptive tentang orang.
b. Melengkapi makna kata/frasa dan rujukan kata tertentu dalam teks deskriptif
terkait deskripsi orang.
c. Menyusun sebuah teks deskripsi sederhana terkait dengan personality dirinya.
d. Penguatan Karakter berfokus kepada: Disiplin, percaya diri, peduli (gotong-
royong/kerjasama), dan juga tanggungjawab.

D. Materi Pembelajaran
1. Faktual
Memberikan beberapa contoh teks describing people. Materi describing people berupa
PPT.

2. Konseptual
a. Definition of descriptive text about people.
b. The social function of descriptive text about people
c. Language feature of descriptive text about people
d. Procedural
3. The generic structure of descriptive text about people:
a. Identification
b. Description
4. Metakognitif
Pengetahun tentang bagaimana peserta didik menyadari akan cara-cara terbaik
untuk mempelajari dan memahami materi factual, konseptual dan procedural
tentang text descriptive about people serta dapat mengaplikasikannya dalam
kehidupan sehari- hari sebagai sarana berkomunikasi.

E. Metode Pembelajaran.

Pendekatan : Technology Pedagogical and Content Knowledge (TPaCK)

Model : Project Based Learning (PjBL)
Metode : Tanya jawab, diskusi, observasi, demontrasi, proyek

F. Media, Alat, dan Sumber Pembelajaran

a. Media :
 Power Point (terlampir)
 Video pembelajaran (terlampir)
  Worksheet atau lembar kerja siswa
 Zoom Meet
 Google Classroom (GCR) (terlampir)
b. Alat :
 Laptop
 Mobile Phone
c. Sumber Belajar:
 Wider Word 3 Pearson Book
 Kamus Belajar
 Pengalaman Guru
 Youtube : https://www.youtube.com/watch?v=MxRer7h2NgA
https://www.youtube.com/watch?v=ypg6y7xujNU
https://www.youtube.com/watch?v=x0YQX7gGkQs
https://www.youtube.com/watch?v=yVM1MDISHK8

 Internet :
https://www.kompas.com/skola/read/2020/11/04/121841769/contoh-
descriptive-text-tentang-orang?page=all.
https://www.contohtext.com/2017/11/contoh-describing-people-dan-
terjemahannya.html

G. Lngkah-Langkah Kegiatan Pembelajaran

Kegiatan Sintaks Deskripsi Kegiatan Alokas

Project Based i
Learning Waktu
Kegiatan 1. Pendidik dan peserta didik saling memberi 10
Pendahulua Menit
salam pembuka. Kemudian akan dilanjut
n
dengan doa untuk memulai pembelajaran
melalui media Zoom Meeting.
(PPK - Religius)
2. Guru memeriksa/mengingatkan peserta
didik untuk tidak lupa ngengisi kehadiran
melalui aplikasi Google form. (TPACK)
(PPK - Kedisiplinan)
https://classroom.google.com/w/Mzk4Nzk2
OTMyOTgy/t/all
3. Guru memeriksa kesiapan termasuk
memeriksa perangkat gawai serta jaringan
 peserta didik dan memberikan motivasi untuk
memulai pembelajaran. (Apersepsi)
4. Pendidik dan peserta didik akan masuk
sesi tanya jawab beberapa hal mengenai
materi pelajaran sebelumnya (Stuktur
Teks, Unsur kebahasaan Teks Deskripsi) -
(Apersepsi lanjutan)
5. Pendidik memberikan gambaran tentang
materi yang akan dipelajari serta
manfaat/tujuan dalam kehidupan sehari-hari.
Kegiatan Tahap 1  Pendidik menampilkan sebuah video
Inti
Start with describing People. (Appearance and
essential personality)
questions.
https://www.youtube.com/watch?v=dgqFs
(Memberikan UAuP24
Pertanyaan
mendasar  Peserta didik diharapkan memberikan
bagi peserta pendapat mengenai video yang
didik)
ditampilkan.
 Pendidik bertanya jawab dengan siswa
mengenai pendapat tersebut.
Note: 60
menit
Beberapa contoh bahan tanya-jawab.
What do you think about the video?
What does he/she look like?
What does he/do for living?
What is the writer’s intention to publish the
video?
 Pendidik menyampaikan target pembelajaran
bahwa bahwa peserta didik akan membuat
project yang kreatif berupa penyusunan teks
deskriptive sederhana terkait personality dirinya
dengan bahasa yang komunikatif dan dikerjakan
secara
kolaboratif dengan teman/team.
Tahap 2  Pendidik memberikan penjelasan singkat dengan
media Mind Map untuk memudahkan pembuatan
Design a plan
project. teks.
(Mendesain
Perencanaan
Project)  Peserta didik dibagi menjadi 5 kelompok yang
terdiri dari 4-5-member melalui App breakout
room Zoom (Team yang sama pada
pertemuan sebelumnya). Kemudian diinfokan
kepada peserta didik untuk bergabung dengan
kelompok masing-masing. (PPK – Gotong
Royong/bekerja sama)
 Peserta didik diberikan LKPD oleh
tenaga pendidik melalui group WA.
Opsi lain dikirimkan melalui GCR.
https://docs.google.com/document/d/1AsGuC
GMSldGYXMZBOfpkR1B3eBPVHPDiWXJ
S7wDao80/edit

 Peserta didik berdiskusi mengenai

projek mereka (tentang teknis
penyelesaian project).

 Peserta didik diminta untuk aktif

memberikan saran dan masukan
terhadapproject mereka.

(PKK – Bekerja sama)

 Untuk membantu peserta didik dalam

menyelesaikan LKPDnya, tenaga
pendidik memberikan penjelaan
pembelajaran dalam power
point/video (PPT – Siswa) melalui
Group WA.
https://www.youtube.com/watch?v=MxRer7h2NgA

Tahap 3  Pendidik dan peserta didik mendiskusikan

Creating a batas waktu pengumpulan project.

schedule (PKK – Kedisplinan & Tanggung Jawab)
(Menyusun
Jadwal)
Tahap 4  Peserta didik melaksanakan proyek
Monitoring membuat teks prosedur sesuai rancangan
the process bersama-sama. (HOTS activity – Critical
Thinking - Collaboration)
(Meninjau
kemajuan  Setiap Peserta didik mencatat poin-poin
 project) yang dianggap penting dalam proses
pembuatan teks deskriptif dengan arahan
pendidik. (Critical Thinking) (HOTS).

 Guru memonitor aktivitas peserta didik

selamapenyelesaian proyek, menanyakan
masalah- masalah yang ditemui pada saat
proses pembuatan proyek.
(Communication/kerjasama)

 Pendidik menyarankan untuk berdiskusi

memilih salah satu anggota team (atau
bergantian) yang akan melakukan
presentasi proyek jika sudah selesai.
Tahap 5  Peserta didik mengkomunikasikan hasil

Asses the proyek dengan cara presentasi.

outcome (Communication).

(Uji hasil) (PKK – Percaya diri dan Tanggung jawab)

 Peserta didik dan guru melakukan tanya
jawab terkait presentasi. (Optional)

 Guru memberikan saran-saran untuk perbaikan

pembuatan Teks deskripsi.
Tahap 6  Peserta didik diminta untuk
Evaluate the mengungkapkan pengalamannya selama
experiment menyelesaikan proyek. Berupa laporan.
(Saling berrefleksi Siswa-guru terhadap
kegiatan)
 Peserta didik mengumpulkan hasil proyek
pembuatan teks deskripsi melalui Google
Classroom. (TPACK)
Penutup  Peserta didik, dengan bimbingan guru,
membuat kesimpulan tentang poin-poin
penting yang muncul dalam kegiatan
pembelajaran yang baru dilakukan.
 Guru memberikan formative test sebagai
evaluasi secara individual melalui Google
Form. (TPACK) (PPK - Tanggung
Jawab)
 Guru meminta peserta didik melakukan
refleksi kesimpulan kegiatan pembelajaran.
 Guru menutup kegiatan pembelajaran dengan
doa dan salam. (PKK - Religius)

H. PENILAIAN
1. Teknik Penilaian (terlampir)
a. Sikap
Penilaian sikap dalam pembelajaran KD ini meliputi :
 Jurnal Guru
  Penilaian Observasi Guru
b. Pengetahuan
Penilaian pengetahuan dalam pembelajaran KD ini meliputi:
 Penilaian hasil lembar kerja aktifitas peserta didik di saat
pembelajaran yang tertuang dalam Lembar Kerja Peserta Didik.

c. Keterampilan
Penilaian Keterampilan dilakukan dengan teknik kinerja (Keaktifan dalam
diskusi dan pengiriman tugas).

2. Pembelajaran Remedial dan Pengayaan

a. Remedial
Bagi peserta didik yang belum memenuhi kriteria ketuntasan minimal
(KKM) setelah melakukan Tes Sumatif, maka akan diberikan
pembelajaran tambahan (Remedial Teaching) terhadap IPK yang belum
tuntas kemudian diberikan Tes Sumatif lagi dengan ketentuan:
- Soal yang diberikan berbeda dengan soal sebelumya namun setara
- Nilai akhir yang akan diambil adalah nilai hasil tes terakhir
- Siswa lain yang sudah tuntas (>KKM) dipersilahkan untuk ikut bagi
yang berminat untuk memberikan keadilan.
b. Pengayaan
Guru memberikan materi pengayaan berupa penugasan untuk
meningkatkan keterampilan membaca dengan memberikan beberapa teks
descriptive beserta dengan pertanyaan terkait dengan teks.

Tangerang Selatan,..................2022

Mengetahui,
Kepala SMP CANDLE TREE Guru Mata Pelajaran

Edy Dwani Widianty, S. Lihardo Panusunan Purba

Si. NIP.-- NIP. --
 LAMPIRAN

 Lampiran 1:
Teknik Penilaian

1. Instrumen Penilaian Sikap

a. Aspek Sikap
Jurnal Guru

NO NAMA HARI KI/KD/MA CATATAN KET.

SISWA KELAS /TGL TERI PERILAKU SISWA
1. KI 4/4.12/
2. Descriptive
Text
3.
4.
5.
6.
7.
8.
9.
10.
Dst.

Rubrik Penilaian Aspek Sikap Siswa

Lembar Observasi Guru

Nama Percaya Diri Kerjasama Tangungjawab

Disiplin
No Siswa/
Kelompok 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1
2
3
4
5
6
7
8
9
10
Keterangan

Aspek yang Kriteria Score

Dinilai
Selalu menunjukan sikap disiplin 5
Sering menunjukan sikap disiplin 4
Disiplin
Jarang menunjukan sikap disiplin 3
(Discipline)
Pernah menunjukan sikap disiplin 2
Tidak pernah menunjukan sikap disiplin 1
Selalu menunjukan sikap percaya diri 5
Sering menunjukan sikap percaya diri 4
Percaya Diri
Jarang menunjukan sikap percaya diri 3
(Confident)
Pernah menunjukan sikap percaya diri 2
Tidak pernah menunjukan sikap percaya diri 1
Selalu menunjukan sikap bekerjasama 5
Sering menunjukan sikap bekerjasama 4
Kerjasama (Work
Jarang menunjukan sikap bekerjasama 3
Together)
Pernah menunjukan sikap bekerjasama 2
Tidak pernah menunjukan bekerjasama 1
Selalu menunjukan sikap tanggungjawab 5
Sering menunjukan sikap tanggungjawab 4
Tanggungjawab
Jarang menunjukan sikap tanggungjawab 3
(Responsible)
Pernah menunjukan sikap tanggungjawab 2
Tidak pernah menunjukan sikap tanggungjawab 1

Nilai akhir sikap diperoleh berdasarkan modus (skor yang sering muncul) dari
keempat aspek sikap di atas.
Kategori nilai sikap:
1. Sangat Baik : apabila memperoleh nilai akhir 5
2. Baik : apabila memperoleh nilai akhir 4
3. Cukup : apabila memperoleh nilai akhir 3
4. Kurang : apabila memperoleh nilai akhir 2
5. Sangat kurang : apabila memperoleh nilai akhir 1
2. Instrumen Penilaian Pengetahuan
Formative Test

KISI-KISI PENILAIAN PENGETAHUAN

No Indikator Pencapaian Level Jumlah Jenis

Indikator Soal
IPK Kompetensi Kognitif Butir Soal Penialian

1 Menyusun structure dan C3 Disajikan beberapa 1

unsur kebahasaan teks potongan kalimat. (tergantung
deskriptif terkait deskripsi Kemudian peserta didik kebutuhan
orang menyusun menjadi satu soal - 6) Tes Tulis
paragraph utuh sesuai
dengan stukture dan
unsur kebahasaan teks
descriptive.

2 Menentukan makna C3 Disajikan teks berupa 2

kata/frasa dan rujukan Descriptive text (Poin 4)
kata tertentu dalam teks (person) berbeda
PG
deskriptif terkait deskripsi peserta didik dapat
menyimpulkan tujuan
orang.
dari teks tersebut
(Fungsi social)
 Lampiran 2:
Student’s formative test.
Diberikan melalui GCR – TPACK
https://docs.google.com/document/d/14IpaqQX2LqRgHEHnDyoBwZ33jvdkaSXN-
HTFzKyWuSk/edit

1. Rearrange the number of the sentences below become a good Descriptive paragraph.

a. Hello! My name is Boby Fudam.

b. I also know little Spanish, so I can speak four languages. I’m enjoying the course a lot, but it’s
very hard work!

c. I come from Dundee. A town on the east coast of Scotland, but I’m a student at Durham
University, in the north of England.

d. I live in Durham Castle, because the Castle is part of the University, with about thirty other
students. The course started two years ago, and I’m in my third year.

e. After the course, I’m going to work in France, but I don’t know where yet.

f. I’m studying French and German, and I can speak the languages quite well.

Answer :

2. Read the text and answer the questions

Text 1 for no 1-2

I have a special friend. She is my classmate and sits beside me. Her name is Rohma. Rohma is
a quite girl and very simple on the look. However, I really adore her. She is not only kind but also
tough.

Rohma comes from a very simple family. Her father is a pedicab driver and her mother has
passed away. She has a younger brother. His name is Rahmat. In order to help their father, Rohma
and her brother work part-time to earn some money. Rohma sells food during our class break, while
her brother sells newpapers and magazines after school.
One thing that I always admire about her is that she can manage her time well, and she always looks
cheerful.

1. What does the second paragraph tell you about?

A. Rohma and her family
B. Rohma and her father
C. Rohma and her brother
D. Rohma and her friends

2. ”…Rohma and her brother work part-time to earn some money.” What do the words “work part-
time” mean?
A. work for the whole of working week
 B. work for only part of each day or week
C. work for the purpose of getting money as much as possible
D. work for family

Text 2 for no 3-4

Mr. Targo is my math teacher at school. He teaches us in class IX. He is a smart teacher. He
can teach us very well. He is a strict teacher. He doesn’t like his students coming late to class. He
will be very angry. Besides that, he doesn’t like us cheating in the test. He always tells us to be
honest. His students must pay attention to his explanation.

Besides that, Mr. Targo always does the same things every day. Entering the classroom, he
will wash his hands in the basin in the corner of the class. After that he will walk over to his desk.
Sitting in her desk, he will look at and greet us formally. Then he will put on her glasses, open his
textbook and ask us what lesson we discussed in the previous meeting. And then he starts teaching. I
was really amazed by his habit.

3. What is the writer’s purpose to write the text?

A. To show his dislike of his teacher.
B. To get the attention of his teacher.
C. To make the readers know the character of his teacher.
D. To make the readers impressed by his teacher.

4. The writer can tell Mr. Targo habit precisely because …

A. He always come to school early
B. He admires Mr. Targo character
C. He sees Mr. Targo does the same thing every day
D. He pays attention to Mr. Targo’s explanation

Key Answer for Students’ Formative Tests

NO ANSWER POINTS
1 6
Hello! My name is Boby Fudam. I come from Dundee. A
town on the east coast of Scotland, but I’m a student at
Durham University, in the north of England. I’m studying
French and German, and I can speak the languages quite well.
I also know little Spanish, so I can speak four languages. I’m
enjoying the course a lot, but it’s very hard work!
I live in Durham Castle, because the Castle is part of the
University, with about thirty other students. The course started
 two years ago, and I’m in my third year. After the course, I’m
going to work in France, but I don’t know where yet.

Note:
Jika susunan tidak sesuai dengan paragraph diatas tetapi
masih sesuai dengan structure dan unsur kebahasaan
Descriptive Text tetap benar.
2 1
A
3 1
B
4 1
B
5 1
C
10
Total

Rubrik Total nilai Penilaian Pilihan Ganda

Skor = Jawaban benar = 1

maksimal Jawaban salah = 0
Skor maksimal =
25
Skor akhir = Skor jumlah benar x 10 = N
10 X 10 = 100
 Lampiran 3
Bahan Ajar

1. Youtube : https://www.youtube.com/watch?v=dgqFsUAuP24 ,
https://www.youtube.com/watch?v=MxRer7h2NgA

2. POWER POINT – Descriptive Text

3. POWER POINT MIND MAPPING
 Lampiran 4

Penilaian Pengetahuan LKPD

Bentuk Penilaian: matching picture and complete sentence

Instrumen: tertuang pada LKPD

RUBRIK PENILAIAN

Point yang dinilai Bobot Keterangan

Soal

a. Maching picture 1 Jumlah benar

x 100
Jumlah seluruh soal

b. Complete 1 Jumlah benar

sentence x 100
Jumlah seluruh soal

Nilai Maksimal 100

 RUBRIK PENILAIAN KEMAMPUAN MENULIS

Writing Skill Score Criteria Details

Content 30-27 Excellent Knowledgeable,

to Very substantive development
Good of thesis, relevant to assigned topic

26-22 Good to Sure knowledge of

Average subject, adequate range, limited development
of thesis, mostly relevant to topic but lacks
detail

21-17 Fair to Poor Limited knowledge of

subject, little substance,
inadequate development of topic

16-13 Very poor Does not show

knowledge of subject, non-substantive,
not pertinent, or not enough to evaluate

Organization 20-18 Excellent Fluent expression, ideas

to Very clearly stated/supported, complete, succinct,
Good well organized, logical sequencing, cohesive.

17-14 Good to Somewhat choppy,

Average loosely organized but main ideas stand
out, limited support, logical but
incomplete
sequencing.
 13-10 Fair to Por Non-fluent, an idea
confused or disconnected, lacks
logical sequencing and
development.

9-7 Very poor Does not communicate,

no organization, or not enough to evaluate

Vocabulary 20-18 Excellent Sophisticated range, effective word/idiom

to Very form mastery, appropriate register
Good

17-14 Good to Adequate range, occasional errors of

Average word/idiom form, choice, usage but
meaning not obscured.

13-10 Fair to Poor Limited range, frequent errors of

work/idiom form, choice, usage, meaning
confused or obscured.

9-7 Very poor Virtually no mastery of sentence construction

rules, dominated by errors, does not
communicate, r not enough to evaluate.

Language 25-22 Excellent Effective, complex constructions, few

to Very errors of agreement, tense, number, word
Good order/function, articles, pronouns,
prepositions

21-18 Good to Effective but simple constructions, minor

Average problems in complex construction, several
errors of agreement, tense, number, word
order/function, articles, pronouns, prepositions,
but meaning seldom obscured.
 17-11 Fair to Poor Major problem in simple/complex
constructions, frequent errors of negation,
agreement, tense, number, word
order/function, articles, pronouns, prepositions
and/or fragments, run-ons, deletions, meaning
confused or obscured.

10-5 Very poor Having no mastery in syntax rule, there are

many mistakes and uncommunicative

Mechanic 5 Excellent Demonstrates mastery of conventions, few

to Very errors of spelling, punctuation, capitalization,
Good paragraphing.

4 Good to Occasional errors of spelling, punctuation,

Average capitalization, paragraphing, but meaning
not obscured.

3 Fair to Poor Frequent errors of spelling, punctuation,

capitalization, paragraphing, poor
handwriting, meaning confused or obscured.

2 Very poor No mastery of conventions, dominated by

errors of spelling, punctuation, capitalization,
paragraphing, handwriting illegible, or not
enough to evaluate.
 LKPD
https://docs.google.com/document/d/1AsGuCGMSldGYXMZBOfpkR1B3eBPVHPDiWXJS7wDa
o80/edit

LKPD

LEMBAR KERJA PESERTA DIDIK

Identitas Peserta didik :

Group Number :
Group Member :

Materi Pokok : DESCRIPTIVE TEXT

Kompetensi Dasar (KD)
4.12 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang
orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Indikator Pencapaian Kompetensi (IPK)
Keterampilan
4.12.1 Melengkapi makna kata/frasa dan rujukan kata tertentu dalam teks
deskriptif terkait dpersonality dirinya. (P3)
4.12.2 Menyusun sebuah teks deskripsi sederhana terkait dengan personality
dirinya. (P4)

Tujuan : Setelah mengikuti proses pembelajaran dengan model PJBL (Project based Learning)
dengan media interaktif, maka diharapkan peserta didik dapat:
4.10.2 Melengkapi makna kata/frasa dan rujukan kata tertentu dalam teks
deskriptif terkait personality dirinya.
4.10.3 Menyusun sebuah teks deskripsi sederhana terkait dengan personality
dirinya.
4.10.4 Penguatan Karakter berfokus kepada: Disiplin, percaya diri, peduli
(gotong-royong/kerjasama), dan juga tanggungjawab.
A. Activity 1

Look at the pictures. Then discuss with your team to match them with the descriptions
given below.

NO STATEMENT PICTURE
1 blond little girl with blue eyes
2 is wearing glasses and has a beard and a moustache
3 blond young woman with long hair and blue eyes
4 brunette man wearing dark sunglasses
5 old man with curly hair wearing glasses
6 middle-aged woman with brown hair and red earrings
7 good looking young man with black eyes
8 merry old woman wearing glasses

B. Activity 2
Fill in the blanks using your own words based on your personality.

1. Names

What is your full name?

My full name is .
Do you have a nick name?
Yes, I do / No I do not.
My nick name is .
2. Look like
I have face.
I have eyes.
I have nose.
I have hair.
I am / I have height.
I am / I have weight.
3. Occupation
What do you do?
I am a .
Where do you study?
I study at .
Do you like study?
Yes, I do. or No, I don't.
Why do you like study?
I like study because .
4. Family
What is your father name?
My father name is
What is your mother name?
My mother name is
Do you have any brother or
sister?
Yes, I have brother/sister. No, I don't
What are their names?
Their names are .
How many brothers and sister do you have?

5. Age
How old are you?
I am years old.
When is your birthday?
My birthday is on the of .
Where were you born?
I was born in .
6. Contact Information
Where are you from?
I am from .
What is your address?
I live in/at .
What is your phone number?
My phone number is .
What is your cell phone number?
My cell phone number is .
Do you live with your parents?
Yes, I do. or No, I don't.Do
Do you live alone?
Yes, I do. or No, I don't.
Who do you live with?
I live with my .
Do you live in a house or an
apartment? I live in a/an .
What is your e-mail address?

My e-mail address is

7. Free time activities

What do you do in your free time?

In my free time I .
What are your hobbies?
My hobbies are .
What type of music do you like?
I like music.
Do you have a favourite singer or group?
My favourite singer / group is .
What types of movies do you like?
I like movies.
Do you like to read?
Yes, I do. or No, I don't.
What do you like to read?I
like to read .
8. Habits
Do you have any bad habits?
Yes, one of my bad habits is .
Do you snore?
Yes, I do. or No, I don't.Do
you smoke?
Yes, I do. or No, I don't.
How many cigarettes do you smoke a day?

I smoke cigarettes a day.

9. Other Personal Information

What is your favourite food?
My favourite food is .
Is there any food that you do not
like?
Yes, I don't like . or I like all food.
What is your favourite colour?
My favourite colour is .
Why do you want to learn English?
I want to learn English because .
What languages do you speak?
I speak _.
Do you have any pets?
Yes, I do/ No, I don't. What pets do you have?
I have .
What are their names?
Their names are .
Which sports do you like?
The sport I like is .
Do you have a favourite team?
My favourite team is .
What is something you do well?
I am good at _.
What is something you do not do well? I am bad at .
Are you honest?
Describe yourself using only two words.

I am and .
What makes you happy?
I am happy when .
Are you a good cook/singer/?
 Yes, I am. or No, I'm not.

C. Activity 3
Writing practice!
After completing the activity two, then rewrite them into a good text descriptive text
about your personality.

Answer:
  Lampiran 5:
Refleksi

a. Siswa : Diberikan Melalui GCR (TPACK)

https://docs.google.com/document/d/1WvSWb378iDA2g6gFvJrDPieWFJv_ly6nYMUgqdHLqwg/e
dit
QUESTIONS:
1. In this activity, I have learnt

2. The key features of Descriptive Text include:

3. What I like about this activity is/are:

4. What I need to improve/learn more about this topic (Descriptive Text):

5. What the Teacher need to do in teaching this activity:

b. Guru: Diisi oleh Pendidik pada buku Jurnal Guru

QUESTIONS:
1. In this activity, I have taught

2. The key features in teaching Descriptive Text:

3. What I need to improve/learn more about teaching this topic (Descriptive Text):