PERANGKAT PEMBELAJARAN

OLEH:

Zafirah Reflina Elsa Azzahra (210502503004)

Andi Muhammad Aidil Navriansyah (210502503017)

Hedriana Pratiwi (210502503018)

Fitra Maqevira (210502503019)

 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama satuan pendidikan : SMA

Mata Pelajaran : Bahasa Inggris
Kelas/semester : X/1
Materi pokok : Descriptive Text
Alokasi waktu : 2 JP (45 menit )

A. Kompetensi Inti:
KI 1 :Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 :Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong,kerjasama,
toleran, damai), santun, responsif dan proaktif, 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, dan menganalisis pengetahuan faktual, konseptual, prosedural,
dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan
peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah
KI 4 :Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif
dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian Kompetensi

3.4 Membedakan fungsi sosial, struktur 3.4.1 Menganalisis fungsi sosial, struktur teks
teks, dan unsur kebahasaan beberapa dan unsur kebahasaan descriptive text
teks deskriptif lisan dan tulis dengan terkait tempat bersejarah dan tempat
memberi dan meminta informasi terkait
wisata dengan teliti
tempat wisata dan bangunan bersejarah
terkenal, pendek dan sederhana, sesuai
dengan konteks penggunaannya 3.4.2 Membedakan fungsi sosial, struktur teks
dan unsur kebahasaan descriptive text
terkait tempat bersejarah dan tempat
wisata desuai dengan konteks
penggunaannya
4.4 Menyusun teks deskriptif lisan dan tulis 4.4.1 Menyusun teks tertulis mengenai
sederhana tentang orang, tempat wisata, descriptive text tentang bangunan
dan bangunan bersejarah terkenal, bersejarah dan tempat wisata sesuai
dengan memperhatikan fungsi sosial,
dengan konteks penggunaannya.
struktur teks, dan unsur kebahasaan,
secara benar dan sesuai dengan konteks
penggunaannya 4.4.2 Mempresentasikan descriptive text
tentang bangunan bersejarah dan
tempat wisata secara lisan di depan kelas
yang sesuai dengan konteks
penggunaannya
C. Tujuan pembelajaran

Melalui serangkaian kegiatan pembelajaran, siswa diharapkan mampu:

1. Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan descriptive text
terkait tempat bersejarah dan tempat wisata dengan teliti
2. Membedakan fungsi sosial, struktur teks dan unsur kebahasaan descriptive text
terkait tempat bersejarah dan tempat wisata desuai dengan konteks
penggunaannya
3. Menyusun teks tertulis mengenai descriptive text tentang bangunan bersejarah
sesuai dengan konteks penggunaannya
4. Mempresentasikan descriptive text tentang bangunan bersejarah dan tempat
wisata secara lisan di depan kelas yang sesuai dengan konteks penggunaannya

D. Materi Pembelajaran

Teks Deskriptif
a. Fungsi sosial
Descriptive Text is a text which says what a person or a thing is like. Its purpose
is to describe and reveal a particular person, place, or thing.

But in particular, the descriptive text is, “...... is a text which says what a person
or a thing is like. Its purpose is to describe and reveal a particular person, place,
or thing.”

So, it can be said that this descriptive text is a text that explains about whether a
person or an object is like, whether its form, its properties, its amount and others.
The purpose of the descriptive text is clear, that is to describe, represent or
reveal a person or an object, either abstract or concrete.

b. Struktur Teks Deskriptif (generic structure) adalah :

1. Identification (identifikasi) adalah pendahuluan , berupa gambaran umum

tentang suatu topik.
2. Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki benda,
tempat, atau orang yang dideskripsikan.

c. Ciri-ciri Teks Deskriptif :

 Menggunakan simple present tense
 Menggunakan attribute verb, seperti be (am, is, are)
 Hanya fokus pada satu objek tersebut.
 Menggunakan adjective yang sesuai

d. Unsur kebahasaan
(1) Kata benda yang terkait dengan orang/benda/tempat/hewan
(2) Kata sifat yang terkait dengan orang/benda/tempat/hewan
(3) Kata kerja bentuk pertama (present tense)
 (4) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi

E. Pendekatan, Model dan Metode Pembelajaran

Pendekatan : Saintifik
Model : Project Based Learning
Metode : Diskusi, tanya jawab, Presentasi project

F. Media Pembelajaran dan Sumber Materi

1. Media Pembelajaran
 Gambar
 Power point
 Projector
 Work sheet
2. Sumber belajar
 Internet
G. Kegiatan Pembelajaran

Kegiatan Pembelajaran Alokasi

Pembukaan Waktu
Orientasi  Guru mengucapkan salam dan bertegur sapa dengan peserta 9 menit
didik.
 Peserta didik berdo’a sebelum memulai kegiatan.
 Guru memeriksa kehadiran peserta didik.
 Guru meminta peserta didik untuk mengecek kebersihan kelas,
membuang sampah jika ada ke dalam tong sampah yang
tersedia.

Apersepsi
 Guru memberikan pertanyaan yang akan mengarahkan peserta
didik untuk mempelajari topik yang akan di bahas

Motivasi  Guru memberikan motivasi awal kepada peserta didik dengan

memberikan video yang relevan dan penjelasan mengenai
manfaat mempelajari materi yang akan dibahas pada pertemuan
itu.
 https://www.youtube.com/watch?v=GgEhZoCX5vw

 Guru membagi siswa dalam 5 kelompok

Alokasi
Kegiatan Inti
Waktu
Pertanyaan  Peserta didik mengamati gambar yang diberikan oleh guru terkait 65 menit
mendasar descriptive text mengenai tempat bersejarah

http://www.wordcliff.com/2017/05/contoh-descriptive-text-bahasainggris_4.html
 Peserta didik menjawab pertanyaan guru mengenai gambar
yang telah diamati
1. What do you know about this picture?
2. Do you know where is it?
3. Is it a historical building? Why?
 Guru membuka slide power point berikutnya
 Guru meminta seorang peserta didik untuk membaca teks yang
ada PowerPoint
 http://www.wordcliff.com/2017/05/contoh-descriptive-text-bahasa-inggris_4.html

 Peserta didik menjawab pertanyaan guru mengenai teks yang

telah dibaca

1. What is the text talk about?

2. Why does the writer write this text?
3. Find the characteristic of the object! (When was built, the
location, the height of building, the shape of building)

Mendesain  Dengan arahan guru, kelompok peserta membuka halaman

perencanaan aktivitas 1 untuk menjawab pertanyaan essai yang ada di
produk worksheet aktivitas 1
 Setelah semua kelompok selesai menjawab pertanyaan yand
ada di aktivitas 1, kelompok siswa kemudian membuka lembar
aktivitas 2
 Guru dan peserta didik mendiskusikan hasil worksheet aktivitas 1
dan 2.
 Guru menjelaskan prosedur cara membuat descriptive text
mengenai tempat bersejarah dan tempat wisata.
 Guru membimbing peserta didik untuk memilih jenis descriptive
text yang akan dibuat dalam kelompok.
 Peserta didik berdiskusi menyusun rencana pembuatan proyek
meliputi pembagian tugas, persiapan alat, bahan, media dalam
pembuatan descriptive text
Menyusun
 Guru dan peserta didik membuat kesepakatan tentang jadwal
Jadwal
Pembuatan pembuatan proyek.
 Peserta didik berdiskusi dalam kelompoknya menyelesaikan
proyek greeting card dengan memperhatikan batas waktu yang
telah ditentukan bersama.
Memonitor
 Guru memantau keaktifan peserta didik dalam melakukan
Keaktifan dan
Perkembangan pembuatan proyek sesuai jadwal, mencatat setiap tahapan.
Proyek  Selama melaksanakan proyek, guru memantau realisasi
perkembangan dan membimbing jika mengalami kesulitan.
 Setiap kelompok menulis hasil projek mereka di lembar activity 3
yang disediakan di worksheet

menguji hasil
 Guru meminta setiap kelompok untuk membuka activity 4 yang
ada di worksheet yang menggunakan 3-2-1 format untuk
memberikan:
 3 hal baru yang mereka dapat dari hasil projek kelompok
yang mempresentasikan hasil mereka di hadapan kelas
 2 hal unik yang mereka tanggap dari hasil projek kelompok
yang mempresentasikan hasil mereka di hadapan kelas
 1 pertanyaan yang mereka butuh jawaban dari hasil projek
kelompok yang mempresentasikan hasil mereka di hadapan
kelas
 Guru memantau keterlibatan peserta didik, melihat produk yang
dibuat peserta didik
 Peserta didik membahas kelayakan proyek yang telah dibuat dan
mempresentasikan hasil proyek untuk dipaparkan kepada
kelompok lain.
Evaluasi
 Guru membimbing proses pemaparan proyek, menanggapi hasil.
 Guru dan peserta didik merefleksi/menyimpulkan proyek.
Alokasi
Kegiatan Penutup
Waktu
Kegiatan  Guru memberi umpan balik terhadap proses dan hasil
refleksi dan pembelajaran.
evaluasi  Sebelum pelajaran ditutup, guru meminta peserta didik
melakukan refleksi kesimpulan kegiatan hari ini dengan
diberikan pertanyaan seperti:
o Apa yang telah kamu pelajari hari ini? 14 Menit
o Apa yang paling kalian sukai dari pembelajaran hari ini?
o Apa yang belum kalian pahami pada pembelajaran hari
ini?
 Guru mempersilahkan peserta didik untuk berdoa, menutup
kegiatan pembelajaran hari ini (menumbuhkan karakter religious)
 H. Penilaian Pembelajaran

1. Jenis dan Teknik Penilaian

a. Jenis
• Sikap : Non Tes
• Pengetahuan : Tes
• Keterampilan : Unjuk Kerja
b. Teknik
• Sikap : Observasi
• Pengetahuan : Tes Tertulis (Uraian)
• Keterampilan : Proyek membuat greeting card
2. Instrumen Penilaian
• Sikap : Lembar Observasi (Terlampir)
• Pengetahuan : Soal Tertulis (Terlampir)
• Keterampilan : Rubrik Penilaian (Terlampir)

Makassar, Oktober 2022

Mahasiswa Yang Bersangkutan

Zafirah Reflina Elsa Azzahra Andi Muhammad Aidil Navriansyah

NIM. 210502503004 NIM. 210502503017

Hedriana Pratiwi Fitra Maqevira

NIM. 210502503018 NIM. 210502503019

Mengetahui,
Dosen Pengajar

Munir, S.Pd., M.Ed. TESOL.

NIP. 19760430 200312 1 003
 BAHAN AJAR
Nama Satuan Pendidikan : SMA Negeri 2 Makassar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/I
Materi Pokok : Descriptive Text (Historical Place )
Alokasi Waktu : 2 x JP (45 Menit)

OLEH:

Zafirah Reflina Elsa Azzahra (210502503004)

Andi Muhammad Aidil Navriansyah (210502503017)

Hedriana Pratiwi (210502503018)

Fitra Maqevira (210502503019)

Tujuan Pembelajaran

Melalui serangkaian kegiatan pembelajaran, siswa diharapkan mampu:

1. Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan descriptive text
terkait tempat bersejarah dan tempat wisata dengan teliti
2. Membedakan fungsi sosial, struktur teks dan unsur kebahasaan descriptive text
terkait tempat bersejarah dan tempat wisata desuai dengan konteks
penggunaannya
3. Menyusun teks tertulis mengenai descriptive text tentang bangunan bersejarah
sesuai dengan konteks penggunaannya
4. Mempresentasikan descriptive text tentang bangunan bersejarah dan tempat
wisata secara lisan di depan kelas yang sesuai dengan konteks penggunaannya
1. Materi

Teks Deskriptif
a. Fungsi sosial
Descriptive Text adalah teks yang mengatakan seperti apa seseorang atau sesuatu.
Tujuannya adalah untuk menggambarkan dan mengungkapkan orang, tempat, atau benda
tertentu.

Tetapi secara khusus, teks deskriptif adalah, “...... adalah teks yang mengatakan
seperti apa seseorang atau sesuatu itu. Tujuannya adalah untuk menggambarkan dan
mengungkapkan orang, tempat, atau benda tertentu.”

Jadi, dapat dikatakan bahwa teks deskriptif ini adalah teks yang menjelaskan tentang
seperti apa seseorang atau suatu benda, apakah bentuknya, sifat-sifatnya, jumlahnya dan
lain-lain. Tujuan teks deskriptif jelas, yaitu untuk menggambarkan, merepresentasikan atau
mengungkapkan seseorang atau suatu objek, baik yang abstrak maupun yang konkret.

b. Struktur Teks Deskriptif (generic structure) adalah :

1. Identification (identifikasi) adalah pendahuluan , berupa gambaran umum tentang

suatu topik.
2. Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki benda, tempat,
atau orang yang dideskripsikan.

c. Ciri-ciri Teks Deskriptif :

 Menggunakan simple present tense
 Menggunakan attribute verb, seperti be (am, is, are)
 Hanya fokus pada satu objek tersebut.
 Menggunakan adjective yang sesuai

d. Unsur kebahasaan
(1) Kata benda yang terkait dengan orang/benda/tempat/hewan
(2) Kata sifat yang terkait dengan orang/benda/tempat/hewan
(3) Kata kerja bentuk pertama (present tense)
(4) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
2. kegiatan

stimulation

A. Look at the picture

1. What do you know about this picture?

2. Do you know where is it?
3. Is it a historical building? Why?

B. Read the text!

National Monument

The National Monument or usually called as Monas is located in Central Jakarta,

Indonesia. This obelisk was built in 1961 with the purpose to commemorate the struggle and
fight of the people in Indonesia to achieve their independence. It was opened to the public in
1975.
The National Monument is a rectangular tower with the height of 132 meters. The
typical part of the building that became a special characteristic of it is the flame shape
covered with gold foil located on the top of the tower. There is a museum at the base part of
the tower with the size of 80 x 80 meters. Everyone can visit the museum to learn the history
of Indonesia. There is also an amphitheater in this building called Ruang Kemerdekaan, it is
located in the "cup" part of Monas and it can be reached by using spiral stairs at the north and
south doors. If you go to the southern side of the building, you will find an elevator that can
be use to access the top platform where we will find the observation deck and also the flame
of independence.

1. What is the text talk about?

2. Why does the writer write this text?
3. Find the characteristic of the object! (When was built, the location, the height of
building, the shape of building)
C. Write down anything that you know about this place
1st activities

Read and analyze the following text with your group to discuss and answer the
questions!!

TEXT 1

Borobudur Temple

Borobudur temple is one of the most beautiful tourist resorts in Indonesia. It is

situated in central Java. Borobudur temple is one of the seven wonders of the world which
needs to be preserved its circumstances. The people all over the world know that Borobudur
is one of the greatest art works that ever known since long time ago.
     
Borobudur temple was built by Syailendra Dynasty during the eighth century. It
needed more than two million river stones. It is the biggest temple in the world.

          After going into some restorations, Borobudur is visited by more and more tourists,
both domestic and foreign tourists. Most of them admire Borobudur temple because of its
beauty, its elegance and the story of the relief on its walls.

          Domestic tourists usually go there by bus or private cars, while foreign tourists like to
join travel bureau because they don’t need to think of the transportation, accommodation, and
itinerary. There are some money changers around the location. It makes them easier to
change their money. But some of them like to bring credit cards and checks.

1. What is the text talk about?

2. Write down the idea of each paragraph?
3. Why is this place classified as historical place?
4. Make a conclusion of the text in your own words!
TEXT 2

Losari Beach

Losari Beach is a beautiful beach located in the western part of Makassar, South
Sulawesi. The beach has been an icon of Makassar for years and well-known for its beautiful
sunset scenery. Many people spend their afternoon and evening times enjoying the panorama
when the reddish sun looks like to sink to the sea.

Several years ago, Losari Beach was popular for its culinary providing traditional and
modern cuisines. The culinary was located along the coast, approximately one mile length of
the table and stalls selling various menus. For this reason, Losari Beach was also called as
“the world’s longest table”. But, previously, the government of Makassar has moved and
relocated it to the southern part of Losari Beach.

Located near the center of Makassar city, Losari Beach is easy to access. It only takes
10 minutes to drive from the harbor of Makassar and 30 minutes to drive from Sultan
Hasanuddin Airport. Residents in Makassar usually go to Losari Beach by car, motorcycle or
on foot.

1. What is the text talk about?

2. Write down the idea of each paragraph?
3. Why is this place classified as tourist attraction?
4. Make a conclusion of the text in your own words!
2nd activitiy

Analyze both of the texts above and fill the following table!

Text 1

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 building 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 are also decorated with a very detailed lotus motif.

Text 2

Raja Ampat

Raja Ampat is located in West Papua province. This tourist spot is one of many
“must-visit” tourist attractions in Indonesia. Travellers who likes to spent most of their
times exploring the picturesque part of the earth will love Raja Ampat.

There are four main islands in Raja Ampat, the name of the islands are Batanta,
Misool, Salawati, and Waigeo. There are more than 1.500 small islands, cays, and shoals
surrounding the four main islands. Because of this fact, Raja Ampat is classified as an
archipelago.

Raja Ampat is well-known for the underwater. The underwater biodiversity of Raja
Ampat is massive with around 540 types of corals, 700 types of molluscs, and more than
1.000 types of coral fish. Moreover, The Nature Conservancy and Conservation
International reported that around 75% of world’s species live in Raja Ampat. This
report solidifies that Raja Ampat is the archipelago with the most diverse coral reef and
underwater biota.

The beauty of Raja Ampat is not only about its underwater treasures but also its
landscapes. One would say the surface view is beyond words. Those rock islets, clear
blue water, and bright blue sky provide breathtaking vibes all around. The visitors who
want to embrace Mother Nature will not go home disappointed. The place is also famous
for thick jungle that is the home of many bird species.

Text 1 Text 2
Identification of
the place

Description of
the place

present tense
used in the text

verb used in the

text

adjective used in
the text

similarity of text
1 and 2

difference
between text 1
and 2
 LEMBAR KERJA PESERTA DIDIK (LKPD)
Nama Satuan Pendidikan : SMA Negeri 2 Makassar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/I
Materi Pokok : Descriptive Text (Historical Place)
Alokasi Waktu : 2 x JP (45 Menit)

GROUP MEMBER
5. NAME: 1. NAME:

NIS: NIS:

6. NAME: 2. NAME:

NIS: NIS:

7. NAME: 3. NAME:

NIS: NIS:

8. NAME: 4. NAME:

NIS: NIS:

TUJUAN PEMBELAJARAN
Melalui serangkaian kegiatan pembelajaran, siswa diharapkan mampu:

Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan descriptive text terkait tempat
bersejarah dan tempat wisata dengan teliti
Membedakan fungsi sosial, struktur teks dan unsur kebahasaan descriptive text terkait
tempat bersejarah dan tempat wisata desuai dengan konteks penggunaannya
Menyusun teks tertulis mengenai descriptive text tentang bangunan bersejarah sesuai dengan konteks
penggunaannya
Mempresentasikan descriptive text tentang bangunan bersejarah dan tempat wisata secara lisan di
depan kelas yang sesuai dengan konteks penggunaannya
Activity 1
Read and analyze the following text with your group to discuss and
answer the questions!!

TEXT 1

Borobudur Temple

Borobudur temple is one of the most beautiful tourist resorts in

Indonesia. It is situated in central Java. Borobudur temple is one of the
seven wonders of the world which needs to be preserved its
circumstances. The people all over the world know that Borobudur is one
of the greatest art works that ever known since long time ago.
     
Borobudur temple was built by Syailendra Dynasty during the
eighth century. It needed more than two million river stones. It is the
biggest temple in the world.

          After going into some restorations, Borobudur is visited by more

and more tourists, both domestic and foreign tourists. Most of them
admire Borobudur temple because of its beauty, its elegance and the story
of the relief on its walls.

          Domestic tourists usually go there by bus or private cars, while

foreign tourists like to join travel bureau because they don’t need to think
of the transportation, accommodation, and itinerary. There are some
money changers around the location. It makes them easier to change their
money. But some of them like to bring credit cards and checks.
Questions

1. What is the text about?

2. Write down the idea of each paragraph!
3. Write down the adjectives and verbs that is used in the text!
4. Why is this place classified as historical place?
5. Make a conclusion of the text in your own words!

Write your answer here!

TEXT 2

The Eiffel Tower

The Eiffel Tower is an iron lattice tower located on the Champ de

Mars in Paris. Built in 1889, it has become both a global icon of France and
one of the most recognizable structures in the world. The tower is the
tallest building in Paris and the most-visited paid monument in the world;
millions of people ascend it every year.

          Named for its designer, engineer Gustave Eiffel, the tower was
built as the entrance arch to the 1889 World's Fair.The tower stands 324
metres (1,063 ft) tall, about the same height as an 81-story building.
Upon its completion, it surpassed the Washington Monument to
assume the title of tallest man-made structure in the world, a title it held
for 41 years, until the Chrysler Building in New York City was built in
1930; however, due to the addition in 1957 of the antenna, the tower is
now taller than the Chrysler Building. Not including broadcast antennas, it
is the second-tallest structure in France after the 2004 Millau Viaduct.

          The tower has three levels for visitors. Tickets can be purchased to
ascend, by stairs or lift, to the first and second levels. The walk to the
first level is over 300 steps, as is the walk from the first to the second
level. The third and highest level is accessible only by elevator. Both the
first and second levels feature restaurants.
          The tower has become the most prominent symbol of both Paris and
France, often in the establishing shot of films set in the city.
Questions

1. What is the text about?

2. Write down the idea of each paragraph!
3. Write down the adjectives and verbs that is used in the text!
4. Why is this place classified as historical place?
5. Make a conclusion of the text in your own words!

Write your answer here!

Activity 2

Analyze both of the texts above and fill the following table!

Text 1

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
building 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 are also decorated with a very detailed lotus motif.
Text 2

Raja Ampat

Raja Ampat is located in West Papua province. This tourist spot is

one of many “must-visit” tourist attractions in Indonesia. Travellers
who likes to spent most of their times exploring the picturesque part
of the earth will love Raja Ampat.

There are four main islands in Raja Ampat, the name of the islands
are Batanta, Misool, Salawati, and Waigeo. There are more than 1.500
small islands, cays, and shoals surrounding the four main islands.
Because of this fact, Raja Ampat is classified as an archipelago.

Raja Ampat is well-known for the underwater. The underwater

biodiversity of Raja Ampat is massive with around 540 types of corals,
700 types of molluscs, and more than 1.000 types of coral fish.
Moreover, The Nature Conservancy and Conservation International
reported that around 75% of world’s species live in Raja Ampat. This
report solidifies that Raja Ampat is the archipelago with the most
diverse coral reef and underwater biota.

The beauty of Raja Ampat is not only about its underwater

treasures but also its landscapes. One would say the surface view is
beyond words. Those rock islets, clear blue water, and bright blue sky
provide breathtaking vibes all around. The visitors who want to
embrace Mother Nature will not go home disappointed. The place is
also famous for thick jungle that is the home of many bird species.
 Text 1 Text 2
Identification of
the place

Description of
the place

present tense
used in the text

verb used in the

text

adjective used in
the text

similarity
between text 1
and 2

difference
between text 1
and 2
Activity 3
Make a descriptive text based on the picture assigned to your group.
Activity 4

Based on the descptitive text from group …… write down……

3 new things that you learn from the text

1.

2.

3.

2 unique things from the text

1.

2.

1 question about the text

1.
Based on the descptitive text from group …… write down……

3 new things that you learn from the text

1.

2.

3.

2 unique things from the text

1.

2.

1 question about the text

1.
Activity 4

Based on the descptitive text from group …… write down……

3 new things that you learn from the text

1.

2.

3.

2 unique things from the text

1.

2.

1 question about the text

1.
Activity 4

Based on the descptitive text from group …… write down……

3 new things that you learn from the text

1.

2.

3.

2 unique things from the text

1.

2.

1 question about the text

1.
Activity 4

Based on the descptitive text from group …… write down……

3 new things that you learn from the text

1.

2.

3.

2 unique things from the text

1.

2.

1 question about the text

1.
 MEDIA

Nama Satuan Pendidikan : SMA Negeri 2 Makassar

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/I
Materi Pokok : Descriptive Text (Historical Place)
Alokasi Waktu : 2 x JP (45 Menit)

OLEH:

Zafirah Reflina Elsa Azzahra (210502503004)

Andi Muhammad Aidil Navriansyah (210502503017)

Hedriana Pratiwi (210502503018)

Fitra Maqevira (210502503019)

TUJUAN PEMBELAJARAN
Melalui serangkaian kegiatan pembelajaran, siswa diharapkan mampu:

Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan descriptive text terkait
tempat bersejarah dan tempat wisata dengan teliti
Membedakan fungsi sosial, struktur teks dan unsur kebahasaan descriptive text
terkait tempat bersejarah dan tempat wisata desuai dengan konteks penggunaannya
Menyusun teks tertulis mengenai descriptive text tentang bangunan bersejarah sesuai dengan
konteks penggunaannya
Mempresentasikan descriptive text tentang bangunan bersejarah dan tempat wisata secara
lisan di depan kelas yang sesuai dengan konteks penggunaannya
PowerPoint
Internet
 LEMBAR PENILAIAN

Nama Satuan Pendidikan : SMA Negeri 2 Makassar

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/I
Materi Pokok : Descriptive Text (Historical Place)
Alokasi Waktu : 2 x JP (45 Menit)

OLEH:

Zafirah Reflina Elsa Azzahra (210502503004)

Andi Muhammad Aidil Navriansyah (210502503017)

Hedriana Pratiwi (210502503018)

Fitra Maqevira (210502503019)

TUJUAN PEMBELAJARAN
Melalui serangkaian kegiatan pembelajaran, siswa diharapkan mampu:

Menganalisis fungsi sosial, struktur teks dan unsur kebahasaan descriptive text terkait
tempat bersejarah dan tempat wisata dengan teliti
Membedakan fungsi sosial, struktur teks dan unsur kebahasaan descriptive text
terkait tempat bersejarah dan tempat wisata desuai dengan konteks penggunaannya
Menyusun teks tertulis mengenai descriptive text tentang bangunan bersejarah sesuai dengan
konteks penggunaannya
Mempresentasikan descriptive text tentang bangunan bersejarah dan tempat wisata secara
lisan di depan kelas yang sesuai dengan konteks penggunaannya
 A. Rundown Penilaian

Assessments
Attitude Knowledge Skills
Students can show attitudes: Written test in the form of Make and present a
 Cooperate in doing filling descriptive text that the
assignments in class group created
 Active in doing tasks
and discussing
 Responsibility in
doing assignments
and discussions
 • Discipline in doing
assignments and
discussions

1. ATTITUDE ASSESSMENT
Assessed Behavioral Aspects Amount Score Code
No Students’ name Attitude
BS A T DS Score Score
K J
1 … … … … … … … …
2 … ... ... ... ... ... .. ..
. .

Keterangan
• BS : Bekerja Sama
• AK : Aktif
• TJ : Tanggung Jawab
• DS : Disiplin
Catatan :
a. Aspek perilaku dinilai dengan kriteria:
4 = Sangat Baik
3 = Baik
2 = Cukup
1 = Kurang
b. Skor sikap = (Jumlah Skor / Total Skor) X 100
= (16 / 16) X 100
 = 100
c. Kriteria nilai / predikat:
85 – 100= Sangat Baik (SB)
70 – 84 = Baik (B)
60 – 69 = Cukup (C)
< 60 = Kurang

2. KNOWLEDGE ASSESSMENT
Students work on questions related to knowledge
N Basic Competence Material Questio Questi Number Point
o n on of
Indicato form Question
r s

1. 3.4.1 Menganalisis Desctiptive text Read and Activit 8 2/

fungsi sosial, discuss y1 question
struktur teks the
essay
dan unsur descripti
kebahasaan ve texts
descriptive below.
text terkait
tempat
bersejarah
dan tempat
wisata
dengan teliti

3.4.2Membedakan Descriptive text Analyze Activit 14 2/

fungsi sosial, both of y 2 question
struktur teks the texts
essay
dan unsur above
kebahasaan and fill
descriptive the
text terkait followin
tempat g table!
bersejarah
dan tempat
wisata desuai
dengan
konteks
penggunaann
 ya

Knowledge assessment rubric

Activity 1
Text 1

Total
No. Group 1 2 3 4 5
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
1 1
2 2
3 3
4 4

Text 1

Total
No. Group 1 2 3 4 5
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
1 1
2 2
3 3
4 4

Activity 2

Text 2
Total

No. Group 1 2 3 4 5 6 7
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
1 1
2 2
3 3
4 4

Text 2
Total

No. Group 1 2 3 4 5 6 7
2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0 2 1 0
1 1
 2 2
3 3
4 4

Catatan :
a. Aspek pengatahuan yang dinilai dengan kriteria:
2 = Jawaban lengkap dan sempurna.
1 = Jawaban kurang lengkap.
0 = Tidak menjawab.
b. Skor sikap = (Jumlah Skor / Total Skor) X 100
= (20 / 20) X 100
= 100
c. Kriteria nilai / predikat:
85-100 = Sangat Baik (SB)
70-84 = Baik (B)
60-69 = Cukup (C)
<60 = Kurang (K)

3. SKILL ASSESSMENT
N Basic Competence Material Question questio Question Poin
o Indicator n form s t
number

1. 4.4.1 Menyusun Social Present the Activity 1 soal 100

teks tertulis Function in social function 3 isian
mengenai
descriptive of those 2
descriptive text
tentang bangunan text about descriptive texts
bersejarah sesuai people in front of the
dengan konteks
class!
penggunaannya.

Activity 2
 GROUP :
KELAS :
No. Aspek yang dinilai 4 3 2 1
1 Judul
• mengungkapkan objek khusus
• bukan berupa kalimat
• menggunakan huruf besar kecil
• tanpa diberikan tanda titik
2. Identifikasi
 terdapat pengenalan objek yang
dideskripsikan
 terdapat informasi umum tentang
objek
 tidak terdapat kesalahan struktur
kalimat
 tidak terdapat kesalahan tanda
baca
3. Deskripsi
 terdapat penjelasan terperinci fisik
objek
 terdapat perincian beberapa
bagian dari objek
 tidak terdapat kesalahan struktur
kalimat
 pilihan kosakata yang segar dan
bervariasi
 tidak terdapat kesalahan tanda
baca
4. Penutup
• terdapat simpulan tanggapan
terhadap objek
• terdapat kesan terhadap hal yang
dideskripsikan
• pilihan kosakata yang segar dan
bervariasi
• tidak terdapat kesalahan tanda baca
5. Penggunaan bahasa
 terdapat perincian bahasa konkret,
majas untuk menggambarkan
seolah-olah pembaca melihat
 terdapat perincian bahasa konkret,
majas untuk menggambarkan
seolah-olah pembaca mendengar
  terdapat perincian bahasa konkret,
majas untuk menggambarkan
seolah-olah pembaca merasakan
 terdapat perincian dengan kata
konkret

Catatan :
a. Aspek keterampilan yang dinilai dengan kriteria:
4 = terdapat 4 unsur/ lebih
3 = terdapat 3 unsur
2 = terdapat 2 unsur
1 = terdapat 1 unsur

b. Skor keterampilan = (Jumlah Skor / Total Skor) X 100

= (20 / 20) X 100
= 100
c. Kriteria nilai / predikat:
85-100 = Sangat Baik (SB)
70-84 = Baik (B)
60-69 = Cukup (C)
<60 = Kurang (K)